The three core questions of the Early Feedback Survey (EFS) and Student Feedback Survey (SFS) invite student feedback on the subject outline and objectives, learning opportunities and overall satisfaction with the quality of the subject.
The questions for this topic in each survey are phrased as follows:
- ‘I know what is expected of me in this subject as stated in the subject outline’ (EFS)
- ‘The learning opportunities provided helped me meet the stated objectives of this subject’ (SFS)
Consider the following interpretations:
Is the role/ importance of the subject outline clear?
Reasons for low/medium scores
Students may not understand what the subject outline is (as a document/ source of truth) and how it relates to their learning.
Students might say:
“Is the subject outline that one?”
“It had the assignments in it but I mostly just referred to the Canvas site”
Reflections and follow-up
Students are given many different forms of documentation across their subjects and student life, each with differing importance. Some need more help to decode the importance and role of each document (especially first year students).
How do students interact with the subject outline? Do they need to refer to it to complete class activities, or as a source of truth in lectures, for example?
Is the content in the subject outline clear?
Reasons for low/medium scores
The subject outline itself may be unclear to students.
Students might say:
“I didn’t get what it meant”
“There was so much information in there – I didn’t really read it properly”
Reflections and follow-up
Ask someone outside your direct peer group to review the subject outline. You can also review the document with students to check any points of confusion or misunderstanding.
You can ask reviewers:
- Which points are harder to grasp?
- How should students address the first assignment based on what they can see in the outline?
- What key aptitudes/ skills will students have at the end of the course?
Are the priorities and focus clear to students?
Reasons for low/medium scores
Students know there is a lot of work to do but expectations seem to be diverse. They may not have a strong idea of the fundamental expectations in the course.
Students might say:
“I don’t know what I should be spending my time on. I don’t know what matters.”
Reflections and follow-up
Make expectations and priorities explicit in a simple way so that students know what to focus on.
A diagram or outline can show a clear hierarchy of expectations, labelling aspects as core and additional/expanded, for example. You could share this diagram and discuss it with students, too.
Are there multiple interpretations of the subject outline?
Reasons for low/medium scores
Students may have subject outlines explained verbally and in written form. Sometimes the connection between the two seems inconsistent.
Students might say:
“I was basing what I did on what I was told in class”
“I was confused between the different explanations”
Reflections and follow-up
How is the hierarchy of expectations communicated to students? Is the subject outline presented as the single source of truth?
Are there aspects of the subject outline where interpretation is needed by teaching staff?
How much guidance is given to teaching staff on communication of expectations or key points from the subject outline?
The questions for this topic in each survey are phrased as follows:
- ‘I am making the most of my opportunities to learn in this subject’ (EFS)
- ‘I made the most of my opportunities to learn in this subject’ (SFS)
Responses to these questions are indicative of a student’s capacity to fully engage in their learning. Acknowledging that there will always be elements outside the control of teaching staff (e.g. personal responsibilities; external pressures in students’ lives), responses here can help you understand whether the student feels they being given what they need to make the most of the subject and the learning experience.
Are the ‘core’ vs ‘additional’ engagement options clear?
Reasons for low/medium scores
Students may not intuitively understand how and where they can push themselves and engage more deeply in the course.
Students might say:
“I’m doing stuff but I don’t really feel like I’m doing anything particularly special or beyond the norm.”
Reflections and follow-up
Make it clear to students what the ‘baseline’ level of engagement is, and how they could extend beyond that.
What opportunities are there for students to see that they are going beyond the core/base level? Can you clearly indicate which elements of the course are ‘core’ and ‘additional’ for students to see where they can maximise their engagement?
Is the purpose and meaning clearly linked to student goals?
Reasons for low/medium scores
It’s not always obvious to students how the course and activities relate to their personal goals.
Students might say:
“I’m getting through it, but I don’t really feel like I’m doing anything particularly meaningful”
Reflections and follow-up
Be clear about any specific pathways in the course which can help students align the work to their goals.
Do assignments allow students to engage with subject matter/ spheres of the discipline/ current issues that they are interested in?
Are students experiencing motivational challenges?
Reasons for low/medium scores
Challenging or difficult course content can impact motivation and engagement.
Students might say:
“I’m not motivated because it’s just boring; I don’t get why we have to do it”
“This part of the course is too hard and I don’t see the point of it”
Reflections and follow-up
Be clear about any specific pathways in the course which can help students align the work to their goals.
Can you link any particularly difficult or less engaging (but important!) content to their development as a professional? E.g. ‘Everyone who has become an X has had to go through this process; while it may be a bit tedious, it’s also a fundamental skill for professionals in this discipline’.
Are students’ expectations or experiences of the teacher relationship misaligned?
Reasons for low/medium scores
Students respond to teachers and teaching styles differently, even with the same teacher.
Students might say:
“I don’t like my teacher”
“My teacher isn’t any good”
Reflections and follow-up
Understand student expectations and cross reference with more specific teacher satisfaction questions.
Are there clear expectations for the teaching team around contact and interaction with students? Are there any tools/systems you could use to help with relationship management?
Are students having issues with group work?
Reasons for low/medium scores
Group work is a known challenge for many teachers and students, with many complex moving parts.
Students might say:
“I don’t like the group work”
“The group work is no good”
Reflections and follow-up
There are many resources available which can help you guide students to more successful and satisfying group work.
A few questions to consider:
Are systems in place to manage group conflicts (e.g. do students write up a group charter to manage expectations from the outset)? Does group work align with subject matter/ discipline/ current issues students are interested in?
The questions for this topic in each survey are phrased as follows:
- ‘Overall, I am satisfied with the quality of this subject so far’ (EFS)
- ‘Overall, I am satisfied with the quality of this subject’ (SFS)
Student responses may include any of the following common themes:
Is there a disconnect with student purpose and goals?
Reasons for low/medium scores
Students can lose sight of how their course connects to their original intentions and goals. These can also shift as they study, resulting in a re-assessment of purpose and priorities which may need further support.
Students might say:
“I don’t generally feel happy and interested”
“I can’t see how this connects to my goals”
Reflections and follow-up
Re-visit and evaluate what student goals and motivations are in the subject. Consider which elements of the course allow students to see connection to their goals. Signposting these more clearly may help, or adding activities which emphasise connection to purpose.
What parts of the discipline do most students resonate with? What common values do students share in this discipline? How do students want to feel as members of this discipline/profession? What do they feel that it is going to add to their lives (in the short term/long term)?
Are students experiencing issues with teaching staff/ styles?
Reasons for low/medium scores
Students may feel their needs are not considered by teachers, or that the teacher is not interested or engaged. There may be issues getting in contact with staff or not feeling like there are enough opportunities for this.
Students might say:
“I don’t feel like the teaching staff are interested in me.”
“My teacher doesn’t seem very organised”
“I can’t get hold of my teachers when I need to”
Reflections and follow-up
There may be opportunities here to build more consistent relationships and points of connection which are valued by students. What systems or approaches could better support this?
Is the teaching team currently able and supported to provide a consistent, positive experience? Are there clear expectations for teachers to follow (e.g. in communicating with students)? Do individual teaching staff need additional assistance in responding to student needs?
Are there issues with learning delivery?
Reasons for low/medium scores
Students may experience a range of issues, including how learning materials are presented, how sessions are facilitated, the use of technology, group work, problematic assessment tasks and so on.
Students might say:
“I feel like I’m wasting my time”
“I can see ways that this could be done better. The way technology is being used is outdated.”
“I’m not getting my money’s worth”
Reflections and follow-up
Consider peer/external review to build awareness of any specific issues.
What alternate methods are available to re-design content and/or teaching interactions? Can you seek feedback and ideas within UTS (e.g. LX.lab) to explore what tools and efforts might help with content delivery/ student experience?
Are student expectations misaligned?
Reasons for low/medium scores
Students’ experience may not match the presentation or promises they heard before starting the course.
Students might say:
“It’s not what I thought it would be”
Reflections and follow-up
Consider ways that you can understand more about student expectations.
With any new information you gather, are there ways to bridge an expectation gap? Does it require changes to the course/teaching or realigning student expectations in another way?
The SFS allows teaching staff to select 2 learning modes (for 4 additional questions). The potential questions are illustrated below for visibility and reference; interpretations may be added for these options at a later date.
Professional Practice / Disposition Mode
- This subject provided practical learning activities to develop new skills and knowledge I may need in the workplace.
- This subject has developed my understanding of my intended profession.
Global Workplace or Internationalised Mode
- This subject helped me develop an international perspective on my intended profession.
- As a result of this subject I am more aware of my own and other cultures.
Inquiry-based Mode
- This subject’s learning opportunities motivated me to conduct further self-directed learning.
- This subject has developed my ability to think critically.
Research- integrated Mode
- The subject’s learning opportunities made me aware of research in this area.
- I now understand current knowledge, theories and practices related to this subject.
Critique-based Mode
- This studio subject inspired me to engage with and produce innovative work.
- This studio subject developed my ability to critically reflect on my own work.
Trans-disciplinary Mode
- This subject successfully enabled me to collaborate with peers across different areas of study.
- The skills and knowledge I learned in this subject expanded my thinking.
Assessment Mode
- The assessment tasks in this subject were directly related to the subject.
- Overall, I received constructive feedback throughout this subject.
Indigenous Professional Competence Mode
- To succeed in this subject, students need to develop a respect for Australian Indigenous ways of knowing, being and doing.
- I am developing cultural competencies to work respectfully with Aboriginal and Torres Strait Islander people and organisations.
