2. Outline
• Background and context on the SET system
• How the SET system works
• Use of the SET system in UL
• Research and quality
• What the SET system can provide for you as
a lecturer
• Best practice in relation to using the student
feedback to benefit the student experience
3. What is SET?
• System facilitated by the Centre for Teaching
& Learning (CTL)
• Professional development principles:
voluntary, confidential, formative
• Centrally administered within CTL
– Week 1: e-mail to invite participation/online form
available on CTL website
– Week 3: registration closed
– Week 5 – week 10: students surveyed
4. Questionnaire format
• Standard questionnaire: lecturer items (10),
module items (8), student items (7)
• Qualitative comments
• System move from paper-based to online
platform (in 2009)
• Faculty can compare their own ratings with the
average of assessed lecturers in similar class
sizes in their faculty
6. Who is involved in the
process?
Manager CTL
Monitors and advises
Educational Researcher
downloads data, calculates scores, compiles the reports, aggregates
data to the SET scores database and completes analysis and reports
across departments and faculties at request
Educational Developer
interprets, analyses and provides individual feedback to the lecturers.
Senior Administrator
creates survey links, liaises with lecturers, monitors student response
rates, and maintains the SET request database
7.
8. Use of SET in UL
• 451 lecturers have
requested a SET
evaluation between
Spring 2007/08 and
Spring 2010/11
• 32,658 students have
participated in these.
• 834 reports for each
of the modules
evaluated have been
produced.
• 1,951 modules were
delivered by 902
individual teachers over
both semesters of the
2010/11 academic year.
• ~50% of our teaching
staff and ~43% of our
modules have been
evaluated over the past
3.5 years.
9. How can you use SET?
• Supportive formative feedback which
helps you to see the teaching and learning
environment through the eyes of your
students
• Helps to identify areas for improvement
• Serves to endorse and reinforce the
approach of excellent teachers.
10. Research and Quality
• The CTL evaluates the SET system on an on-going
basis
– The current format of the SET questionnaire has been refined
three times since 2002 in consultation with teaching faculty.
– The CTL has repeatedly appraised SET by means of an open
ended questionnaire to all teaching staff applying for evaluation
(see Appendix 4 of the Institutional Report)
• Scholarship publications (Moore and Kuol, 2005a;
2005b; 2007a; 2007b)
• The findings from research and quality assurance will be
used to draw up terms of reference for an external
review of SET during 2012/13.
11. How can you use SET?
• Interpret feedback carefully, recognising
moderating factors such as class size, subjects
taught, student seniority and previous
performance.
• Acknowledge the feedback received to the class
- advise the students how you will act upon the
feedback
• The SET process is just one of a larger suite of
professional development initiatives available to
you
12. Best practice
• Register for SET in Week 1
• Select an early week for feedback (week
5-7) which allows you time to engage with,
and act upon, the feedback before the end
of term
• Discuss the feedback with your students –
they can then see the value of providing
such feedback.
13. References
• Moore & Kuol (2005a): Students evaluating teachers: exploring the
importance of faculty reaction to feedback on teaching. Teaching in
Higher Education, 10, Issue 1, 2005, Pages 57 - 73
• Moore, S., & Kuol, N. (2005b). A punitive bureaucratic tool or a
valuable resource? Using student evaluations to enhance your
teaching. In G. O’Neill, S. Moore & B. McMullin (Eds.), Emerging
Issues in the Practice of University Learning and Teaching. Dublin:
AISHE.
• Moore & Kuol (2007a): Retrospective insights on teaching: exploring
teaching excellence through the eyes of the alumni. Journal of
Further and Higher Education, 31, Issue 2, 2007, Pages 133 - 143
• Moore & Kuol (2007b): Matters of the Heart: Exploring the emotional
dimensions of educational experience in recollected accounts of
excellent teaching. International Journal for Academic Development,
12, Issue 2, 2007, Pages 87 - 98
