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Linking feedback from student perceptions of teaching to active strategies for teaching improvement Linking feedback from student perceptions of teaching to active strategies for teaching improvement SPOTSET
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Linking feedback from student perceptions of teaching to active strategies

Since Semester 2, 2001 CATL is providing an additional service as part of SPOT Reports. Through a joint project with Adelaide University, funded by a grant from the Committee for University Teaching and Staff Development, we attempted to link feedback from student perceptions of teaching to suggested strategies for teaching improvement. UWA is one of the few universities in the world where this has been attempted.

Attached to the end of most SPOT Reports was a statement titled Possible Follow-up on Lowest Rated Optional Default Items. From the student ratings in the report, suggested follow-up was provided for default set items that fell within the three lowest ratings in your questionnaire. To date feedback has only been available for items drawn from the optional default sets identified in SPOT documentation. We are currently developing feedback for other frequently used SPOT items.

We are making all off the collected strategies available through this page.

  1. Attending the classes been important for an understanding of the unit's subject matter
  1. I have been encouraged to take an active part in the sessions
  1. I have been encouraged to participate actively in class discussion
  1. I have been encouraged to work independently
  1. I have been encouraged to think critically
  1. I have been motivated to work hard
  1. the teacher has been a good speaker
  1. the teacher seems to have been well prepared for classes
  1. the teacher seems to have been well-informed on the material presented
  1. the teacher has shown enthusiasm for teaching the subject
  1. the teacher has shown concern for students
  1. the teacher has been approachable
  1. the teacher has been skilful in observing student reactions
  1. teacher has been responsive to student needs and interests
  1. the teacher has been aware when students are having difficulty in understanding a topic
  1. I have found the teacher to be available for consultation apart from formal class times
  1. clear and concise instructions have been given
  1. material has been presented in an interesting way
  1. material has been delivered at the right pace
  1. material presented has been reviewed and synthesised well
  1. explanations have provided sufficient detail
  1. good use has been made of examples and illustrations
  1. the amount of material covered has been reasonable
  1. I have generally understood the material presented
  1. material has been presented at an appropriate level
  1. the teaching has been well suited to small groups
  1. the learning objectives have been made clear
  1. it has been made clear what was expected of students
  1. organisation and progression were logical and coherent
  1. topics have been presented in logical sequence
  1. there has been a clear and supportive relationship between the lectures and other classes
  1. there has been a clear and supportive relationship between these classes and the lectures
  1. links to other subjects have been highlighted
  1. difficult topics have been structured in easily understood ways
  1. good classroom control has been maintained
  1. a class atmosphere conducive to learning has been maintained
  1. class discussion has been kept relevant
  1. useful class discussion has been stimulated
  1. the teaching catered for students' diversity (gender, cultural background, disability, etc.)
  1. Handouts and notes have helped me to understand the material
  1. constructive and helpful feedback has been provided
  1. specific ways students could improve their academic performance have been suggested
  1. the teacher demonstrated how theoretical knowledge can be applied in a clinical situation
  1. the teacher demonstrates the important features of the case history
  1. the teacher identifies ethical considerations
  1. the clinical teacher was professional towards patients, relatives and other health professionals
  1. the teacher emphasised history-taking as well as clinical signs
  1. the clinical teacher has encouraged me to act in a professional manner
  1. the teacher has given clear and understandable explanations
  1. class sessions have been well organised
  1. overall, this teacher has been an effective instructor
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