Qualitative methods of evaluating teaching

More information on qualitative methods of evaluating teaching

• Benefits of qualitative evaluation

  Opportunities for improvement

  Qualitative methods of evaluating teaching offer degree programmes and individual teachers the opportunity to receive feedback on exactly those aspects of teaching that the programme or teacher wants to know more about. For example, the methods make it possible to ask highly relevant questions geared towards specific educational components (e.g. the effect of a new teaching method or form of assessment), to ask more far-reaching questions about the background to experiences and positions, and to catalogue opportunities for improvement in collaboration with the discussion partners.
  

  Feedback during the teaching period

  In addition, the methods can often be used during the teaching period: the results can be used immediately to make adjustments to the course where necessary, to provide extra support with regard to elements that have turned out to pose difficulties, or to explain more effectively why a particular approach has been taken. A positive side effect of regular discussions and peer review is that they can contribute to the cohesion, the learning and working climate, and the culture of quality within the degree programme.
  

  Guide to qualitative methods of evaluating teaching

  Qualitative methods relate to different levels (e.g. course or programme level), different moments (during or after teaching) and different partners in the educational process (students, teachers, programme committees, alumni). More information can be found in the Guide to qualitative methods of evaluating teaching.

• Quick summary of strengths and suggestions

  There are several ways to collect feedback from students about the teaching they receive halfway through or at the end of a course. Use can be made of digital resources such as Mentimeter, Kahoot and GoSoapBox, the Post-it Method or paper forms.
  

  Mentimeter

  Teaching can be evaluated using Mentimeter, an online tool. This tool gives teachers the opportunity to ask students about specific aspects of a course or lecture. Students get access to the teacher’s questions by entering a code at www.menti.com. The lecturer can then present the questions they have formulated to the students – both closed and open questions are possible. The students respond using their mobile phone: the anonymised answers are immediately visible on screen and the teacher can give a reaction to the student’s findings, either directly or at a later date. The results can also be printed out.
  

  Post-it Method

  A quick way of collecting feedback from students, halfway through or at the end of a course, is the Post-it Method.  Students answer two questions on Post-its with two different colours: What should stay the same about this course? and What could be better? An advantage of this method is that everyone has the same opportunity to give input, and the quieter students are also included. This method also enables you to receive valuable input on other topics, for example by asking students to identify the elements they find most difficult and the areas they would like more explanation on or practice in.
  

  Example of printed forms

  Utrecht University presents various tools on its website (in Dutch) that enable teachers to ask for feedback from their students in a relatively accessible way. The website often makes student feedback formats available. 

• Panel discussions

  In various degree programmes, panel discussions are held during and/or after the teaching periods, for example with a fixed group of year representatives or with (student) members of the programme committee.
  

  Larger educational units

  Qualitative evaluation using panel discussions can also be an immensely valuable resource for larger educational units – e.g. a year, a learning pathway or the curriculum as a whole. Students and possibly also alumni and other parties involved can be consulted separately. Sample questions for the different groups can be found in the curriculum questionnaire.
  

  Mixed panels

  Another option is mixed panels, in which the various partners in the educational process think collectively about objectives and vision, pathways, gaps and coherence in the programme. In order to generate and cluster as much input as possible, other forms of discussion can also be used, such as the World Café.
   

  Keep the following in mind

  1. Set the objectives of the discussion in advance. The purpose of the discussion can be general (e.g. obtaining a picture of the programme’s strengths, stumbling blocks and points for improvement) or specific (how effective are the new assignments)? It is important to set the objectives clearly in advance and communicate them to the participants before the discussion.
  2. Provide a discussion guide. Make a list of topics or questions (open or otherwise) that you want to raise in any case. 
  3. Choose a neutral moderator. Students are often more open if the discussion is moderated by member of the programme committee, who may be a fellow student, than they would be with the course coordinator or the Director of Studies. If necessary, the coordinator can be present for part of the discussion.
  4. Treat participants in the discussion as partners in improving the programme. Ensure that the participants don’t simply complain: ask follow-up questions about the causes of any complaints or problems, invite the students to come up with suggestions and keep in mind that the focus is not satisfaction in itself, but learning.  
  5. Ask a participant to note strengths and suggestions. It is difficult to lead a discussion and make good notes at the same time, so let someone else take the minutes.

• Peer observation and feedback

  By attending one or more lectures, teaching staff can give valuable feedback on each other’s lectures and courses. For a healthy follow-up discussion, it helps if the observer (in consultation with the colleague being observed) notes a few key points in advance, on this general feedback form, for example.

  For specific points of focus during the observation, the University Teaching Qualification (BKO) provides a useful instrument. Utrecht University also has a peer feedback form (in Dutch).

• Peer review

  In peer review, colleagues do not identify points for improvement or provide solutions, but they help a fellow teacher analyse a specific problem and explore possible solutions. One such problem might be: the students in my seminar are so passive, and I can’t seem to get them motivated. Or: attendance at my second-year lectures is dwindling by the week. Or: students always score surprisingly low on part x of the test.
  

  The incident method

  There are several methods to help ensure that peer review participants explore the problem systematically and do not to immediately fall back on their own solutions (‘What I always do...’). One of the best known and most basic is the incident method (in Dutch). See also this page of The Society for Education and Training.

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