How do you give feedback to university teachers? – this was the search ‘topic’ used by one visitor to Talking Teaching. It struck a chord with me as I’m part of a small group of people discussing that very question, so I thought it might be a good topic for a blog. Not least because actually sitting down & writing about it should help to focus my own thoughts on the issue.
My institution expects teaching staff to carry out regular appraisals of their papers & their teaching in those papers.While there are a number of ways to do this, in practice most people use the ‘standard’ form: a set of Likert-scale questions on both paper & teachers that are common to all appraisals; a set of open-response questions (identify 3 things about this paper/teacher that should be changed/kept the same); &, if the lecturer chooses, some other questions as well. (Last year I included a set about student’s perceptions of Panopto, for a research project that I’m running with a couple of colleagues.) So there’s potentially quite a bit of information available there.
It’s what happens to this information, of course, that matters. Here, the current state of play sees lecturers receive a summary of the Likert question responses, plus any demographic information, fairly soon after the semester ends. Once the grades for the semester are finalised, we’re then sent the original survey forms, so we can then read the open-ended material as well. Both lots of information are potentially extremely useful if you’re wanting to improve paper delivery & your own teaching. The thing is – does everyone actually read it? Anecdotal evidence would suggest not: that the sheaf of paper may sometimes simply be flicked through (at best) before relegation to the paper-recycling device commonly known as a rubbish tin. When this happens, both students & teacher miss out. The students have spent time engaging with the questionnaire & do have a right to expect that their words will be read & (hopefully) responded to. And the lecturer may have missed out on suggestions that might allow them to enhance their paper’s delivery. And of course, there’s no closing of the feedback loop – letting the class know that you’ve read their comments & suggestions, & explaining how & why (or why not) you’re intending to respond to them. This in turn can see students becoming quite disillusioned with the whole process.
One of the options we’ve discussed, as a means of improving this part of the system, is whether to provide teaching staff with a summary of the open-ended questions as well, perhaps with a commentary alongside: “X% of the class felt that…. This suggests that… – have you considered the following.. ?” This, of course, would constitute a lot of extra work for our Teaching Development staff!
And there’s also the question of whether this is the best, or the only, way of getting feedback on one’s teaching.What about on-going formative feedback during the semester, using techniques like one-minute papers or ‘muddy questions’ (in which students highlight the points in a lecture that most puzzled or confused them)? Or the use of feedback surveys in learning management tools like Moodle? There’s also the issue of perceived legitimacy – I’ve heard it said that students don’t know enough about a given subject to give any meaningful comment. (While this is likely true about the content it’s certainly not the case for the methods – students do have a fairly good idea of the teaching styles & tools that work best to enhance their learning.) Would feedback be better coming from peers rather than students? How comfortable would lecturers be with having a colleague sitting in on their classes & providing constructive comments afterwards?
I seem to be posing more questions than I’ve answered! Please feel free to weigh in with your suggestions :-)