Section 9.4 SFM 2010-2011

Section 9.4 SFM 2010-2011

Section 9.4 SFM 2010-2011

Summary of UCD SFM 2010-2011 from Aine Galvin, Director of UCD Teaching & Learning

UCD moved to a modular, learning outcomes focused curriculum in September 2005. Following the implementation of modularisation, practices for student evaluation of teaching within Schools moved progressively towards modular feedback and a range of local practices were developed.

In 2009-10 a Student Feedback on Module pilot was initiated to test the implementation of a university-wide standardised online module feedback survey. In 2010-11 the University approved the rollout of the system to all modules (approx. 3,300) university-wide. The main benefits of the university-wide system include:

  • All students are afforded an equal opportunity to submit feedback on their experience of modules.
  • The electronic system significantly reduces manual effort on the part of staff.
  • The online module feedback survey can be customised to suit individual modules- the tool has been tested for validity and reliability.
  • Student feedback results are reported in a user-friendly format, through a secure, online facility.
  • To encourage a holistic review of modules, the results have been integrated into a Module Enhancement Report along with other key date on the module (e.g. registration data, grade distribution, module descriptor).
  • An analysis of a random sample of anonymous free-text comments in year 1 confirms that students are providing constructive and valuable data on many aspects of teaching, learning and assessment.
  • The UCD Student Feedback on Modules system provides impartially collected evidence of student feedback for academics who choose to present it to support applications for teaching awards/grants and promotions.
  • Resources have been developed by UCD Teaching and Learning to support academics to interpret survey results and implement module enhancements.


Notwithstanding the clears benefits of an online university-wide system, there are a number of challenges which require further attention in 2011-12:

  • Increasing student response rates – focus on improving staff and student engagement with the process.
  • Closing the feedback loop – supporting academics to interpret feedback receive, consider changes/enhancements and communicate back to students the outcomes of the evaluation process.


(There are a small number of modules excluded from the system, such as modules with less than 5 students enrolled, field work, placement and research-only modules.)



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