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Module Feedback

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7.2 Module Feedback

How is Module Feedback is Collected?

Initial feedback is collected for each individual lecturer shortly before the half way point of their lecture series.

Final feedback is collected for each module shortly before the end of the lecture series.

Initial feedback usually takes place in week 4 and final feedback usually takes place in week 9 however this varies for modules with mid-term start dates and split teaching.

A student representative will attend one of your lectures and ask you to complete module feedback online using a smart phone, tablet, laptop or other device. You will also be sent a follow up email if you have not completed the feedback.

What Happens to the Feedback?

Summary information and all comments are passed to the lecturer, the SSLC representative for the module and the Deputy Head of Department (Teaching & Learning).

The SSLC representative writes an overview of themes observed in the comments and this is posted, alongside the summary information on the module information pages.

The lecturer writes a response to the feedback and this is posted on the module information pages and, wherever possible, verbally returned to students in a later lecture.

SSLC reviews all modules to identify modules for commendation and passes unresolved issues to the Department of Statistics' Teaching Committee for further assessment / action.

There may not be sufficient time for the feedback that you give to have an impact for you and your cohort because some actions, such as changing the assessment weighting, have a significant lead time. However you will benefit from actions taken in response to feedback from the years above you and your feedback will benefit the years below you.

What Constitutes Useful Feedback?

You are accustomed to being on the receiving end of feedback when your work is returned with comments from the marker. If you think about what you do and do not find useful as feedback on work, you will be in a good position to provide helpful feedback on modules. Here are some points to start you thinking:

Be specific — be constructive: For example, a bare mark on a piece of work is not very helpful, since it gives no guidance as to what was wrong with it. In the same way, just saying that you did not like a module does not give any indication to the lecturer as to what steps they should take to improve the module. Was the pace too slow? Too fast? Did you find it hard to see the relevance of the material? Or is the fact that you didn’t enjoy the module perhaps nothing to do with the teaching, but rather means that you made a mistake in an option choice and chose a module which turned out not to fit in with your personal interests? Make good use of opportunities for open-ended comments to explain these points.

Mention the positive as well as the negative: It is always good to know what you got right but discouraging to read comments on work which only mentions what went wrong with it. When a lecturer is doing something well, and you let them know that, then it gives them encouragement to do it again. So when you comment on a module, try to mention any features which you particularly enjoyed or found helpful.

Be honest with yourself: People often talk about ‘teaching and learning’ to show that the educational process requires participation from two people — the teacher and the student. You cannot expect to get full benefit from a module if you simply attend lectures and do any assessments — you need to do the module reading, participate fully in example classes, etc. So before you indicate that you did not get much out of a module, ask yourself honestly what you put in.

Try to separate personality from content: During your time at Warwick you may be taught by several dozen members of staff. It would be surprising if you liked all of them equally as people, or if there were not some who had habits and mannerisms which irritated you! But try to keep your reaction to lecturers’ personalities separate from your reaction to their teaching. It is possible for you to regard someone as extremely irritating but still get a lot out of their teaching. Be considerate: Lecturers are people with feelings just like students. Sometimes you may need to be critical of aspects of a module, but you should try always to offer criticism in a sensitive way. Comments such as ‘X is the worst lecturer I have ever had’ are neither useful nor constructive.

Be conscientious: Please complete feedback forms for all your modules. If we only get a small number of forms returned, then we may well get a biased idea of students’ views — and that idea may not coincide with yours. So don’t lose your opportunity to be heard!