Section 9.1.2 UCD Context

Section 9.1.2 UCD Context

Section 9.1.2 UCD Context

In line with the recommendations from the Bologna process and of the UCD Strategy for Education 2009-2013 the UCD Student Feedback on Modules programme was initiated in 2010.


Its aims were to ensure commitment to quality and continuous professional development by providing a standardised tool with which academics could monitor student satisfaction with their modules. This was specifically designed to focus on the module rather than the academic to avoid many of the validity concerns about SET as a type of quantitative popularity contest (see Section 8).


The anticipated benefits of a standardised university-wide summative process were hoped to include the ability to:


• Identify and showcase excellence in teaching and curriculum design

• Uncover perceived difficulties from the student perspective

• Develop a communication channel for all students to submit feedback on their learning experiences

• Reduce resource-intensive associated with numerous decentralised summative measures

• Provide information on students’ views of module quality at several levels within the university to assist with a range of planning purposes.


It should be stressed that although the centralised UCD SFM survey carried the potential for a degree of formative feedback, it is essentially summative in design and purpose and does not replace the need to conduct formative evaluation within the module.


It was proposed that the SFM survey would be one tool available to lecturers to help them identify and improve aspects of their teaching.


Activity 9.1.2

What is the most constructive feedback you have received from the SFM process?

What other methods have you used to gather information from this module?

How does one set of data complement the other?

How could your formative and summative SET be designed and/or integrated to provide the maximum amount of useful info as possible?

Submit your answers


Resources

www.ucd.ie/registrar/educationstrategy/


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