Learning and Teaching Investment Fund 2011

Summary of projects

Poster of Project - The Wholesale Reimagining of the CES Analysis Project: Reporting, Describing and Predicting CES, SES, CEQ and PAR Performance Data

Project title

The Wholesale Reimagining of the CES Analysis Project: Reporting, Describing and Predicting CES, SES, CEQ and PAR Performance Data

Project leaders

Associate Professor Anthony Bedford

Project team

  • Dr Adrian Schembri
  • Miss Kiri White
  • Mr ShahinRahimi
  • Miss Emily Bove

Project summary

The LTIF project The Wholesale Reimagining of the CES Analysis Project: Reporting, Describing and Predicting CES, SES, CEQ and PAR Performance Dataconsiders the many levels of analysis and reporting of student data. From the measurement of consistency of CES data, to the validity of GTS and OSI measures, we evaluated the way in which these measures are considered through their presentation in reports, to their use in PAR. A number of new protocols for reporting the CES to staff was recommended which enhance the visualization of the data, include some longitudinal metrics, and provide some measures of data validity. This completes a recommendation from the CES working groups of 2010. We also consider the broader problem of data validity, and propose a new matrix to inform all levels of student feedback on this. Successful adoptions of this matrix are used by SEH in their Top 50 courses awards. We also look at the underlying structures of the CES, and note the revised 2011 version stable on the GTS. Finally, we make recommendations on the direction of data analysis in this realm for the university.

Outcomes

This LTIF project had a multiplicity of objectives, including the evaluation of CES data, the presentation of results, the impact on CEQ and PAR, the longevity of CES Analysis, and the importance of data validity. To brief summarise the outcomes from this project:

  1. Comprehensive longitudinal analysis of the factor structure of the CESusing data from 2007-2010, and preliminary look at the impact of the new CES in 2011. Noticeably, the GTS remains stable from 2007 – 2011, indicating a positive transition from the old to new CES.
  2. A new automated CES Results Report template for distributing to academics in place of the current CES Results Report
  3. A ranking matrix designed to identify the reliability of GTS and OSI metrics for CES, SES and CEQ data. This canbe used in the assessment of ‘good teaching’ at the School, College and University level
  4. The completion of supportive projects aligned with the CES Analysis including English Language Support and the Student Success Project

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