YourJCU
Subject and Teaching Surveys
YourJCU Subject and Teaching Surveys Your feedback matters Neutral - - PowerPoint PPT Presentation
YourJCU Subject and Teaching Surveys Your feedback matters Neutral Negative Positive We We ARE want to know listening Every voice matters, but if only a few participate, it can only be heard as a whisper. The more of you who complete
YourJCU
Subject and Teaching Surveys
Your feedback matters
We want to know
Positive Neutral Negative We ARE listening
. . . let’s get
Every voice matters, but if only a few participate, it can only be heard as a whisper. The more of you who complete your survey, the clearer the message becomes, so . . .
Feedback should point out the good and the bad. By giving praise and showing understanding in your feedback, you can help the receiver of the feedback to be proactive, rather than reactive and defensive
Adapted from Svinicki, M.D. (2001) Encouraging Your Students to Give Feedback. New Directions for Teaching and Learning (87) 17-24
How to give useable feedback
Be specific and use examples Concentrate on observable behaviour
DO
Use personalized or emotional wording
DON’T
Examples
“I really enjoyed this subject. The content was relevant, up to date and well presented.” “It would be useful if (lecturer) would take the time to explain the jargon that is often used in class.” “My tutor encouraged me to develop my ideas through discussion in the tutorials.” “(lecturer) didn’t allow for a lot of discussion time in class. It would have been beneficial to collaborate with other students, bounce ideas and get feedback as we were learning.” “Our lecturer is a total LEGEND!” “Someone got out of bed on the wrong side . . . like every single day” “This subject was useless!”
students
. . . let’s get
Students working in Original
the Subjects page
How to complete YourJCU Teaching and Subject Surveys
Students working in Ultra
the Subjects page
your Subject Content area
How to complete YourJCU Teaching and Subject Surveys