{"id":61785,"date":"2022-02-24T04:30:48","date_gmt":"2022-02-24T09:30:48","guid":{"rendered":"https:\/\/world.edu\/?p=61785"},"modified":"2022-02-24T04:30:48","modified_gmt":"2022-02-24T09:30:48","slug":"yes-uni-students-say-some-awful-things-in-teaching-surveys-so-how-can-we-use-them-to-improve","status":"publish","type":"post","link":"https:\/\/world.edu\/yes-uni-students-say-some-awful-things-in-teaching-surveys-so-how-can-we-use-them-to-improve\/","title":{"rendered":"Yes, uni students say some awful things in teaching surveys, so how can we use them to improve?"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2022\/02\/teaching-surveys.jpeg\" alt=\"\" width=\"680\" height=\"454\" class=\"aligncenter size-full wp-image-61786\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2022\/02\/teaching-surveys.jpeg 680w, https:\/\/world.edu\/wp-content\/uploads\/2022\/02\/teaching-surveys-250x167.jpeg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><br \/>\nImagine some of the key evidence for promotions at work being\u00a0<a href=\"https:\/\/theconversation.com\/lose-some-weight-stupid-old-hag-universities-should-no-longer-ask-students-for-anonymous-feedback-on-their-teachers-173911\">anonymous responses<\/a>\u00a0from coworkers who just received a bad performance evaluation from you. Something similar happens in higher education, with teachers rated by students grateful for good grades or disgruntled by low grades. That\u2019s a bitter pill to swallow for\u00a0<a href=\"https:\/\/theconversation.com\/read-the-student-survey-responses-shared-by-academics-and-youll-see-why-professor-hambling-is-justified-in-burning-hers-167897\">some academics<\/a>.<\/p>\n<p><a href=\"https:\/\/doi.org\/10.1080\/02602938.2017.1416456\">Evidence<\/a>\u00a0tells us students take their feedback personally.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/20445911.2021.1923723\">Jurors\u2019 decision-making<\/a>\u00a0is similarly affected by their emotional state. People make worse decisions when they are\u00a0<a href=\"https:\/\/psycnet.apa.org\/doi\/10.1037\/0022-3514.81.6.973\">uncertain<\/a>\u00a0or\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.bbr.2013.04.046\">stressed<\/a>, which are two common states for students.<\/p>\n<p>So how unreliable are student evaluations? And what can we do about it?\u00a0<a href=\"https:\/\/doi.org\/10.53761\/1.18.8.1\">Our work<\/a>\u00a0indicates there is still much to be done in this space, but we can set some rules to make it easier.<br \/>\n<center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p lang=\"en\" dir=\"ltr\">Do you think your teaching quality surveys actually help you teach better? <a href=\"https:\/\/twitter.com\/AcademicChatter?ref_src=twsrc%5Etfw\">@AcademicChatter<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/AcademicTwitter?src=hash&amp;ref_src=twsrc%5Etfw\">#AcademicTwitter<\/a><\/p>\n<p>&mdash; Joey Crawford (@JoeyCrawf) <a href=\"https:\/\/twitter.com\/JoeyCrawf\/status\/1493742260957368320?ref_src=twsrc%5Etfw\">February 16, 2022<\/a><\/p><\/blockquote>\n<p> <script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/center><\/p>\n<h3><strong>All surveys are not equal<\/strong><\/h3>\n<p>Australia\u2019s national\u00a0<a href=\"https:\/\/www.qilt.edu.au\/docs\/default-source\/default-document-library\/2020-ses-national-report.pdf?sfvrsn=d1237953_5\">Student Experience Survey<\/a>\u00a0is considered \u201cthe pulse\u201d on student satisfaction rather than a device to enable teacher growth, with the data being easily skewable by circumstances at the time. Unsurprisingly, during 2020, universities that already had an online presence saw the smallest decline in student experience scores.<\/p>\n<p>So the question becomes: did the quality of learning crash in Group of Eight universities, which had the greatest declines in student experience? Unlikely. Instead, students\u2019 ratings reflected their difficulties engaging with new forms of teaching and learning, plus the inertia of COVID-19 lockdowns.<\/p>\n<p>Maybe they should have\u00a0<a href=\"https:\/\/doi.org\/10.1080%2F00986280701700318\">given students chocolate<\/a>?<br \/>\n<center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p lang=\"en\" dir=\"ltr\">yep, that sounds about right :P RT <a href=\"https:\/\/twitter.com\/PHDcomics?ref_src=twsrc%5Etfw\">@phdcomics<\/a> New comic! So Typical: <a href=\"http:\/\/t.co\/h9OXWnxkmi\">http:\/\/t.co\/h9OXWnxkmi<\/a> \u2026 <a href=\"http:\/\/t.co\/hE58kqfPLm\">pic.twitter.com\/hE58kqfPLm<\/a><\/p>\n<p>&mdash; Carly (@carlyanne_L) <a href=\"https:\/\/twitter.com\/carlyanne_L\/status\/452161822330593280?ref_src=twsrc%5Etfw\">April 4, 2014<\/a><\/p><\/blockquote>\n<p> <script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/center><\/p>\n<p>The reality is these surveys do not tell us how students learn, but instead how students perceive their learning. Yet students\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.jarmac.2019.12.009\">aren\u2019t experts at what learning is<\/a>. And when students don\u2019t receive effective training in evaluation, it\u2019s hardly a surprise that teacher\u00a0<a href=\"https:\/\/doi.org\/10.1080\/02602938.2021.1888075\">gender, race and attractiveness<\/a>\u00a0change scores.<br \/>\n<em>\u201cEveryone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.\u201d &#8211; Albert Einstein.<\/em><br \/>\nInstead, let\u2019s ask students to share the most enjoyable content, the most rewarding educational technologies, and where improvement was needed. Include ethics and feedback training for bonus credit.<\/p>\n<h3><strong>Making survey tools that work<\/strong><\/h3>\n<p>Psychometrics is the study of measurements. Interestingly, many academics have specialist knowledge in developing surveys that are designed to be valid and reliable. But it\u2019s unclear if universities use them as a resource to develop their surveys, with some academics wondering if they should. The\u00a0<a href=\"https:\/\/www.qilt.edu.au\/docs\/default-source\/default-document-library\/2021-ess-methodological-report.pdf?sfvrsn=db6efd6b_0\">2021 Employer Satisfaction Survey Methodological Report<\/a>, for example, does not refer explicitly to the words validity or reliability once across its 140 pages.<br \/>\n<center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p lang=\"en\" dir=\"ltr\">Dear universities, you likely have experts on your payroll who design surveys for a living. Hire us to write your surveys.<\/p>\n<p>&mdash; Emily M. Farris (@emayfarris) <a href=\"https:\/\/twitter.com\/emayfarris\/status\/1493334209141821440?ref_src=twsrc%5Etfw\">February 14, 2022<\/a><\/p><\/blockquote>\n<p> <script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/center><\/p>\n<p>Valid surveys exist when the questions align to what we think they are measuring. Using a stopwatch to measure time is easy. When we try to decide how we feel about intangible concepts, it\u2019s harder.<\/p>\n<p>The national\u00a0<a href=\"https:\/\/www.qilt.edu.au\/docs\/default-source\/default-document-library\/2020-ses-national-report.pdf?sfvrsn=d1237953_5\">Student Experience Survey<\/a>\u00a0asks students whether they have developed a sense of belonging to their institution. Yet the\u00a0<a href=\"https:\/\/doi.org\/10.1037\/0033-2909.117.3.497\">evidence on belonging<\/a>\u00a0indicates it is typically developed through interpersonal relationships, not institutions, and not\u00a0<a href=\"https:\/\/doi.org\/10.53761\/1.18.4.2\">through universities<\/a>.<\/p>\n<p>Reliable surveys exist when the questions generate consistent results over time and over different participants. It\u2019s analogous to when we bake a cake and we assume the scales will always accurately measure 40 grams of butter.<\/p>\n<p>Speaking of sweets, scores in student surveys are\u00a0<a href=\"https:\/\/doi.org\/10.1080%2F00986280701700318\">easy to game<\/a>.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/01973533.2020.1756817\">Inflating student grades<\/a>\u00a0does the trick.<\/p>\n<p>In contrast, as an example, the Australian\u00a0<a href=\"https:\/\/www.qilt.edu.au\/docs\/default-source\/default-document-library\/2020-ses-national-report.pdf?sfvrsn=d1237953_5\">Student Experience Survey<\/a>\u00a0asks whether students have developed their critical thinking skills during their course. How accurately can a person with low critical thinking skills answer this question?<\/p>\n<h3><strong>5 rules for surveys to help teachers improve<\/strong><\/h3>\n<p>There are ways that surveys can be used for good. To actually help teachers be better educators and improve student learning. But it requires a reset.<\/p>\n<p>Here are five rules institutions could consider when developing their surveys.<\/p>\n<p><strong>1. Find psychometric specialists to create quality tools<\/strong><\/p>\n<p>We go to dentists to have our teeth fixed. The same rule applies here. Find individuals who can take the\u00a0<a href=\"https:\/\/search.informit.org\/doi\/abs\/10.3316\/INFORMIT.491551710186460\">theory<\/a>\u00a0of\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.leaqua.2018.07.001\">scale development<\/a>\u00a0(producing reliable and valid measures to assess an attribute of interest) into the practices of learning and teaching.<\/p>\n<p><strong>2. Change when the survey is done<\/strong><\/p>\n<p>Lots of\u00a0<a href=\"https:\/\/doi.org\/10.1002\/hrdq.1099\">evaluations<\/a>\u00a0are done before, during and after a program. In higher education, they are completed only after the class has ended.<\/p>\n<p>A change to evaluations at multiple points will help identify if the learner makes progress during the class. This would also help control for cohort problems (one year, for example, students are smarter).<\/p>\n<p>For student experience, contrasting how the same student rates different classes each semester may serve as a stable measure to see which classes need review.<\/p>\n<p><strong>3. Use more than just numbers<\/strong><\/p>\n<p>The numbers explain how we are tracking, and this is not inherently bad. The qualitative comments (<a href=\"https:\/\/theconversation.com\/lose-some-weight-stupid-old-hag-universities-should-no-longer-ask-students-for-anonymous-feedback-on-their-teachers-173911\">mostly<\/a>) help us explore what those mean.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.evalprogplan.2016.01.001\">Mixed methods<\/a>\u00a0approaches can help.<\/p>\n<p><strong>4. Control for bias<\/strong><\/p>\n<p>It\u2019s not always possible to eliminate bias and emotion. We can seek to understand them and use the measures as a case-by-case conversation about improving teaching. Developing reliable and valid tools will help, but if the aim is for these to help teachers improve, then we need to focus on that, not cross-institutional comparisons.<\/p>\n<p>Better yet, let\u2019s actively recognise teachers\u2019 professional growth, call decline into question, and report on averages.<\/p>\n<p>We can also train students to be better evaluators.<\/p>\n<p><strong>5. Create a growth community<\/strong><\/p>\n<p>Teaching quality surveys do not necessarily increase\u00a0<a href=\"https:\/\/doi.org\/10.1080\/0260293022000009294\">teaching quality<\/a>, but they can.<\/p>\n<p>The surveys offer an opportunity to raise awareness of differences. If students rate seven items at 90% but one is 84%, this should prompt research into the reasons. It could be a great opportunity to create more meaningful content; it could also just be an\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Outlier\">outlier<\/a>.<\/p>\n<p>Use these findings as\u00a0<a href=\"https:\/\/doi.org\/10.53761\/1.18.8.1\">publishing opportunities<\/a>\u00a0to share what was learned.<\/p>\n<p><em><strong>Author Bios:<\/strong> Joseph Crawford is a Lecturer in Learning and Teaching, Academic Division, Kristyn Harman is Associate Professor in History also at the University of Tasmania and Michael Cowling is Associate Professor \u2013 Information &#038; Communication Technology (ICT) at CQUniversity Australia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Imagine some of the key evidence for promotions at work being\u00a0anonymous responses\u00a0from coworkers who just received a bad performance evaluation from you. Something similar happens in higher education, with teachers rated by students grateful for good grades or disgruntled by low grades. That\u2019s a bitter pill to swallow for\u00a0some academics. Evidence\u00a0tells us students take their [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/yes-uni-students-say-some-awful-things-in-teaching-surveys-so-how-can-we-use-them-to-improve\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[428919],"coauthors":[11733],"class_list":["post-61785","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-teacher-surveys"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Yes, uni students say some awful things in teaching surveys, so how can we use them to improve? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/yes-uni-students-say-some-awful-things-in-teaching-surveys-so-how-can-we-use-them-to-improve\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Yes, uni students say some awful things in teaching surveys, so how can we use them to improve? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Imagine some of the key evidence for promotions at work being\u00a0anonymous responses\u00a0from coworkers who just received a bad performance evaluation from you. 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