Synopsis

This session will focus not so much on whether student feedback is reliable and valid—several studies have indicated that they are to a large extent—as on its meaningfulness.   How might a high/low score translate into useful formation about the nature and quality of teaching and the learning experience?

A study was made of the quantitative and qualitative feedback given to the highest scoring 20% and the lowest scoring 20% of the teaching faculty at NUS.  As the student feedback comprises both quantitative and qualitative components and is captured online, the rich data could be analysed using SPSS Text Analysis for Surveys to identify recurrent positive and negative descriptors associated with high/low feedback scores.  From this, it may be possible to build profiles of effective/not effective teachers and teaching; at least the students’ perceptions of such.  While these perceptions may or may not be entirely accurate, they nonetheless provide useful signals of what learners find helpful to learning.

I would like to share some of the findings and invite discussion of how such information can help the reflective teacher think of ways to make learning more effective and efficient for learners.

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