STUDENT FEEDBACK ON TEACHING (SFT) Information for Staff

Transcription

1 STUDENT FEEDBACK ON TEACHING (SFT) Information for Staff Contents About the SFT... 2 Designing Your SFT... 2 How to Request an SFT... 2 SFT Questionnaire... 2 SFT Schedule... 6 Key 2014 SFT Dates... 6 Reporting... 7 SFT contacts... 7 Prepared by Planning, Quality and Reporting (January 2014) 1

2 About the SFT Student Feedback on Teaching (SFT) is designed to assist academic staff to develop their teaching practice. It asks students to appraise various aspects of a teacher's performance and to comment on their teaching practice. SFT is available to all fulltime, contract and casual staff at the University of Newcastle (UoN). The online SFT is quick, confidential and much better for the environment, and the information is known to be much richer than the old paper-based format. The SFT is administered by Planning, Quality and Reporting (PQR). Results from the SFT can be very useful in providing information to improve teaching. They can be included in, and provide strong evidence for, probation, promotion and performance appraisal. Designing Your SFT The basic SFT consists of 7 mandatory quantitative items plus a comments item. In addition, teachers are offered the option of including up to 4 additional items to their questionnaire. All teachers who request an SFT are contacted by approximately 1 week prior to the date on which the SFT opens to students, and are invited to select up to 4 optional items that will be added to their own SFT. Non-selection of optional items results in an SFT consisting of the 7 mandatory quantative items plus the comments item. How to Request an SFT After consultation with their supervisor, teachers self-nominate the course or courses for which they want feedback. To organise an SFT for their class, staff should complete the online form available on the SFT web site at: Because SPP does not have access to all class lists, a list will need to be provided when only some students in a course are surveyed, as with a tutorial or laboratory group. SPP discourages simultaneous evaluations of multiple teachers in any given course, as this tends to confuse and overload students. We request that course coordinators and other faculty managers assist us to oversee this. SFT Questionnaire Mandatory Quantitative Items Questions 1 to 7, as well as all Optional Quantitative Items, have the following response categories: o Strongly disagree 1 o Disagree 2 o Uncertain 3 o Agree 4 o Strongly agree 5 Q1 Knowledge - This teacher knows the subject matter very well. This teacher seems knowledgeable about what they are teaching and they are able to answer Prepared by Planning, Quality and Reporting (January 2014) 2

3 Q2 Q3 Q4 Q5 Q6 Q7 questions about the topics being taught. Communication - This teacher explains things clearly. This teacher explains things in ways I can follow, they use examples to help explain what they are teaching and language that I can understand. Teaching Methods - This teacher uses effective teaching methods. The way this teacher teaches helps my learning. They use strategies to engage me with what they are teaching and their teaching methods help me to challenge myself. Motivation - This teacher stimulates my interest in what they are teaching. This teacher's enthusiasm about teaching and what they teach makes this subject interesting. Learning Support - This teacher makes an effort to support students' learning. This teacher is approachable. I know how and when to contact them when I want to ask a question, and their response to my questions are helpful and timely. Professionalism - This teacher is always prepared for teaching. This teacher comes prepared for class, is organised, uses classroom technology effectively, and shows a professional attitude to their teaching responsibilities. Overall Satisfaction - Overall, I am satisfied with the quality of this teacher's teaching practice. This teacher helps me to learn. Optional Quantitative Items Assessment ASS01 This teacher graded assessment tasks fairly. ASS02 This teacher provided adequate guidance in preparing for examinations. ASS03 This teacher set thought provoking assessment tasks. ASS04 This teacher set assessment tasks that related to the course learning outcomes. ASS05 This teacher clearly explained assessment task requirements. Clinical Teaching CLT01 This teacher understood my individual learning needs. CLT02 This teacher was a good role model for clinical practice. CLT03 This teacher helped me understand the ethical issues of clinical practice. CLT04 This teacher exhibited consideration of students in front of patients/clients. CLT05 This teacher provided constructive feedback on my clinical practice. CLT06 This teacher explained my responsibilities in the clinical setting. CLT07 This teacher helped me to relate theory into practice. Communication COM01 This teacher emphasised important points. COM02 This teacher had a style of presentation that allowed me to take adequate notes. COM03 This teacher effectively summarised the material. COM04 This teacher communicated his/her enthusiasm for the subject. COM05 This teacher helped me interpret abstract ideas and theories clearly. Content & Coverage CCV01 This teacher showed how topics and theories in the course were related to each other. CCV 02 This teacher provided an appropriate balance between theory and application. Course Materials CMT01 This teacher prepared resources that helped me learn. CMTO2 This teacher referred me to resources that helped me to learn. CMTO3 The references provided by this teacher were helpful to my learning. Distance Teaching, elearning and Technology DET01 This teacher facilitated my interaction with other students. DET02 This teacher incorporated the use of computer technology effectively into the class. Prepared by Planning, Quality and Reporting (January 2014) 3

4 DET03 This teacher incorporated the use of videos effectively into the class. DET04 This teacher used teaching technology effectively. DET05 This teacher made effective use of online communication tools. DET06 This teacher encouraged students to participate in the online discussions. DET07 This teacher provided enough guidance for me to use the online resources in this course. DET08 This teacher used appropriate technology to enhance my learning. DET09 This teacher made effective use of online communication tools to interact with students. DET10 This teacher effectively combined online and face-to-face teaching methods. DET11 This teacher provided enough guided experiences to promote interaction with my peers online. DET12 This teacher effectively managed group work through online communication tools. Engagement ENG01 This teacher created a feeling of goodwill in the class. ENG02 This teacher used a style of presentation that held my interest. ENG03 This teacher tried to make the classes engaging. ENG04 This teacher worked hard to make the course interesting. ENG05 This teacher encouraged students to learn more about the ideas presented. ENG06 This teacher encouraged students to participate in class. ENG07 This teacher welcomed student feedback on classes. Feedback FBK01 This teacher used constructive criticism to make me think about my work. FBK02 This teacher made constructive suggestions for improving my work. FBK03 This teacher returned assessment tasks promptly. Fieldwork FWK01 The teacher was available for individual consultation during fieldwork sessions. FWK02 The teacher helped me to understand the connection between theory and fieldwork practice. FWK03 The teacher demonstrated an understanding of fieldwork methods and procedures. FWK04 The teacher explained the OH&S issues related to fieldwork practice. FWK05 The teacher organised fieldwork sessions to maximise my learning. FWK06 The teacher provided individual feedback on my fieldwork practice. Global Questions GQU01 This teacher was committed to providing me with a valuable learning experience. GQU02 I would recommend a course taught by this teacher to other students. GQU03 I would recommend tutorials taught by this tutor to other students. Inclusiveness INC01 This teacher was receptive to different views and perspectives. INC02 This teacher showed sensitivity to individual interests and abilities. INC03 This teacher used ways of teaching and learning appropriate to Indigenous students. INC04 This teacher showed awareness and sensitivity to Indigenous issues. INC05 This teacher treated students with respect. INC06 This teacher was respectful of the identity of Indigenous people. INC07 This teacher provided opportunities for me to make use of my life experiences in class. INC08 This teacher helped us open our minds to other ways of thinking. INC09 This teacher encouraged different approaches to learning. INT10 This teacher was respectful of other cultures. Intellectual Challenge ICT01 This teacher provided me with a range of intellectual challenges. Laboratories and Practicals LPT01 This teacher was available for individual help during lab sessions. LPT02 This teacher related theory to the practical work. Prepared by Planning, Quality and Reporting (January 2014) 4

5 LPT03 This teacher helped my understanding of lab procedures. LPT04 This teacher organised lab sessions to maximise learning. LPT05 This teacher provided constructive feedback on my lab work. LPT06 This teacher was skilled in demonstrating lab procedures. LPT07 This teacher was available for individual help during practical sessions. LPT08 This teacher helped my understanding of technology and procedures. LPT09 This teacher organised practical sessions to maximise learning. LPT010 This teacher was skilled in demonstrating technology. Organisation ORG01 This teacher structured the material in a logical way. ORG02 This teacher set out clear objectives for each teaching session. Problem-based Learning PBL01 This teacher explained the aims and objectives of the problem based approach effectively. PBL02 This teacher structured problems in ways that helped me to understand the course content. PBL03 This teacher used a range of methods to assist me to identify gaps in my understanding. PBL04 This teacher demonstrated the relevance of the problems in relation to the course objectives. PBL05 This teacher made problem-based learning an effective learning experience. PBL06 This teacher demonstrated the relevance of the problems in relation to the real world environment. Professional Practice PPT01 This teacher discussed the research implications of the practical work. PPT02 This teacher was skilled in current professional practice. PPT03 This teacher was knowledgeable in current professional practice. Staff Availability SAV01 This teacher was available for individual consultation when needed. SAV02 This teacher was approachable. SAV03 This teacher returned calls/ s promptly when required. Studio Practice SPT01 The teacher was available for individual consultation during studio sessions. SPT02 The teacher helped me to understand the connection between theory and studio practice. SPT03 The teacher demonstrated an understanding of studio methods and procedures. SPT04 The teacher explained the OH&S issues related to studio practice. SPT05 The teacher organised studio sessions to maximise my learning. SPT06 The teacher provided individual feedback on my studio practice. Tutorials TUT01 This teacher managed the tutorial group well. TUT02 This teacher encouraged students to participate in tutorials. TUT03 This teacher stimulated class discussion. TUT04 The teacher made the topics relevant to the real world environment. TUT05 This teacher related tutorial topics to the overall learning objectives of the course. TUT06 This teacher tried to make the tutorials engaging. Comments Questions (included in every survey but do not have to be answered by students) Q8 Do you have any further comments about the teaching practice of this teacher? Q9 Can you please provide a brief comment to help us evaluate this survey. We are particularly interested in: 1) if the scale we provided helped you judge this teacher, 2) anything you found confusing or unclear, 3) any questions you thought were not needed, 4) any topics you think are missing. Prepared by Planning, Quality and Reporting (January 2014) 5

6 SFT Schedule Semesters To accommodate requests for more flexibility, SFTs for semester courses are now conducted over 3 separate periods Week 6, Week 8 and Week 10. SFTs remain open for 2 teaching weeks. Please Note: The Week 10 SFT is available only to those teachers whose teaching period commences late in the semester. Trimesters and Blocks SFTs for trimester and block courses are conducted once per iteration. Launch dates and opening times vary, depending on the particular term. The SFT calendar below provides all details. Administration complexities mean that requests for SFTs MUST be received by the advertised date and cannot be run outside of the advertised timeframe; bespoke requests cannot generally be accommodated, and staff can only request one SFT per course per semester. Key 2014 SFT Dates 2014 Term Week Requests Due Survey Open to Teachers Survey Open to Students Survey Close 6 26 March 31 March 7 April 20 April Semester April 28 April 5 May 18 May 10 7 May 12 May 19 May 1 June 6 20 August 25 August 1 September 14 September Semester September 8 September 15 September 12 October September 6 October 13 October 27 October Trimester March 17 March 24 March 6 April Trimester July 7 July 14 July 27 July Trimester October 20 October 27 October 9 November Trimester 1 (Sing) 8 12 February 17 February 24 February 9 March Trimester 2 (Sing) 8 11 June 16 June 23 June 6 July Trimester 3 (Sing) 8 8 October 13 October 20 October 2 November Block 1 n/a 8 January 13 January 20 January 2 February Block 2 n/a 5 March 10 March 17 March 30 March Block 3 n/a 7 May 12 May 19 May 1 June Block 4 n/a 2 July 7 July 14 July 10 August Block 5 n/a 3 September 8 September Block 6 n/a 29 October 3 November 15 September / 6 October 10 November / 8 December 5 October / 19 October 23 November / 21 December Prepared by Planning, Quality and Reporting (January 2014) 6

7 Reporting SFT quantitative reports are prepared within a few days of the survey close date and are forwarded to the requesting teacher in an . Comments reports, which are edited to remove inappropriate language and references to other teachers, are forwarded later. A report summarising the quantitative results is prepared for each Head of School. Staff are advised to carefully archive their SFT reports as due to storage logistics SPP is unable to guarantee reports will be available more than 12 months after their original publication. SFT contacts The Planning, Quality and Reporting (PQR) unit at UoN manages a number of student surveys across the year, including SFTs. For SFT related enquiries, please contact: Margaret Stevenson Surveys Officer margaret.stevenson@newcastle.edu.au Natalie D Arcy Project Officer natalie.darcy@newcastle.edu.au Mark Kirby Manager, Planning & Quality mark.kirby@newcastle.edu.au Alternatively, please surveys@newcastle.edu.au Prepared by Planning, Quality and Reporting (January 2014) 7