Why assessing your teaching practice is so important:
- Student feedback helps the university improve the teaching and learning experience.
- Student feedback allows faculty to understand their strengths and weaknesses and enhance their teaching and courses accordingly.
- Student feedback is essential in helping the university understand its planning context and measure progress towards goals.
- Assessment has a role to play in your teaching portfolio.
Soliciting feedback is one of four instructor's responsibilities outlined in the U of S's Learning Charter.
Ways to assess
The summative evaluation of an instructor’s teaching, when done well, should include multiple assessments with which to conduct the evaluation. The assessments used to inform the evaluation process can often include, but is not limited to:
- Student learning experience feedback
The U of S has adopted the Student Learning Experience Questionnaire (SLEQ) facilitated through eXplorance/BLUE for soliciting student feedback about their learning experiences in their courses. Your academic unit may still be using SEEQ or another instrument approved by the unit.
- Peer evaluations of teaching
Normally conducted by senior faculty in your department or college but also availabe with peer consultation offered through the Gwenna Moss Centre for Teaching and Learning.
- Evaluation of syllabus, teaching materials, and assessments used in your classes
Particularly as they relate to identified objectives and learning outcomes of the course.
Student Learning Experience Questionnaire (SLEQ)
In 2015/16 the Teaching, Learning and Academic Resources Committee of University Council (TLARC) reviewed, as part of a larger teaching quality project, the fit of our current institutionally supported student evaluation of teaching tool (SEEQ) against our institutional policies and documentation describing teaching quality.
The findings of this work identified a lack of alignment between the SEEQ and some of our institutional values and priorities related to teaching and learning. TLARC made the decision, therefore, to find a replacement for SEEQ and ultimately request University Council approval for a new student learning experience questionnaire (SLEQ). After a successful pilot, on April 19th, 2018 University Council approved SLEQ as the new institutionally supported student feedback tool to replace SEEQ. For more information about the shift to SLEQ, visit the webpage, linked below.
SEEQ is a standardized course evaluation tool, widely-used and empirically supported. Using SEEQ, students provide feedback on teaching quality and course effectiveness, and faculty gain insight into their instructional methods and practices, providing them with guidance for improvement.
SEEQ is currently administered in either an online or a paper–based format.
While SEEQ will continue to receive technical and central administrative support in the short term, that support will be phased out as of September 2020. Academic units are encouraged to adopt SLEQ as their new course feedback tool. For help in the decision making process related to adopting SLEQ please contact firstname.lastname@example.org.
What SEEQ includes
The SEEQ instrument consists of 32 standardized questions (#1-32) grouped into the following nine dimensions of teaching:
- Learning (Questions 1-4)
- Enthusiasm (Questions 5-8)
- Organization (Questions 9-12)
- Group Interaction (Questions 13-16)
- Individual Rapport (Questions 17-20)
- Breadth (Questions 21-24)
- Examinations (Questions 25-27)
- Assignments (Questions 28-29)
- Overall (Questions 30-32)
The first 8 dimensions (#1-29) are measured using a five-point scale (strongly disagree, disagree, neutral, agree, and strongly agree). The 9th dimension, “Overall” (#30-32), is measured using a five-point scale (very poor, poor, average, good, very good). In addition to the 32 standardized questions, the U of S SEEQ instrument also includes a question regarding whether the instructor should be nominated for an outstanding teaching award, (#33), as well as an open-ended question for student feedback.
SEEQ is currently administered in either an online or a paper–based format. For the online version, individual departments and colleges can also add one extra section to their instrument (consisting of 7 -12 questions) by choosing from a list of six sections that are tailored to different teaching instructional types.
- Student and course characteristics (10 questions)
- Tutorial/seminar (12 questions)
- Group/project work (9 questions)
- Practical/skills/lab (9 questions)
- Clinical sessions (7 questions)
- Online learning (12 questions)
The following three toolkits are intended to provide a general overview of the roles and responsibilities for those involved with SEEQ and serve as a resource for department administrators, instructors and students.
Training - Self Guided
The SEEQ training manual and videos (runtime for each is less than 5 minutes) describe how to use the E-valuation system and are intended to be a resource for department administrators.
SEEQ User Authorization Form
The authorization form provides a record of any new authorizations for online SEEQ access granted to departmental staff by the dean, department head, or director of the academic unit participating in SEEQ. SEEQ access means being permitted to create and edit evaluations, view response rates, release evaluation results to instructors, and view/print evaluation statistics.
The dean, department head, or director should email the completed form to email@example.com.
The SEEQ instrument can be completed in a paper-based format. Please visit the ICT webpage for more information about this process.
Feedback on Teaching
The Gwenna Moss Centre for Teaching and Learning (GMCTL) can provide the following support and services:
- Interpreting SLEQ and SEEQ reports
- Gathering & Interpreting Formative Feedback from Students
- Classroom Observations
Feedback on Teaching
The Gwenna Moss Centre for Teaching and Learning (GMCTL) can provide consultation services.