Further Resources
The Course Experience survey can provide useful information on both improving your teaching practice and enhancing learning experiences for your students. The literature and relevant takeaways listed below can assist you in making the most of the student responses you receive.
Relevant Literature
INTERPRETING Quantitative FEEDBACK
- Abrami, P. C. (2001). Improving judgements about teaching effectiveness using teacher rating forms. Discusses how combining the ratings across multiple courses taught for one instructor can improve takeaways from data and strengthen statistical tests.
- Boysen, G. A. (2015). Uses and misuses of student evaluations of teaching: the interpretation of differences in teaching evaluation means irrespective of statistical information. Investigates practices involving interpretations of mean values of ratings on student evaluations, arguing against overinterpretation of small variation.
Interpreting Qualitative Feedback
- Buskist, C., & Hogan, J. (2010). She needs a haircut and a new pair of shoes: handling those pesky course evaluations. Discusses how to break comments out by sentiment into actionable/non-actionable categories, and looks at dealing with "outlier" comments.
- Lewis, K. G. (2001). Making sense of student written comments Outlines processes for organizing qualitative feedback, including how best to break down comments thematically and by sentiment.
Actioning Your Data
- Boysen, G. A. et al. (2016). Using student evaluations to improve teaching: evidence-based recommendations. An overview of relevant literature on SETS interpretation, encouraging the use of consultation with peers post-evaluation as part of a goal-setting exercise.
- Knol, M. et al. (2013). Experimental effects of student evaluations coupled with collaborative consultation on college professors' instructional skills. Experimental study that explores the impact of collaborative consultation post-evaluation.
- Penny, A. R. & Coe, R. (2004). Effectiveness of consultation on student ratings feedback: a meta-analysis. Looks at various strategies and structures for peer-consultation sessions in order to identify those strategies that maximize positive impact for teaching practice.