Evaluation of your teaching practice enables you to decide where to make changes and what to continue doing.
Seek feedback and reflect on your practice throughout the course.
Feedback on teaching is gathered formally from students through the Course Experience Survey (CES) at the end of each course. The online survey is administered to students in every course at RMIT to collect student feedback for improvements in learning and teaching.
The survey incorporates items from the Good Teaching Scale (GTS) of the CEQ (a national graduate survey governed by Graduate Careers Australia) for Higher Education and the Student Outcomes Survey for Vocational Education, as well as the overall student satisfaction with the course.
You are also encouraged to collect informal evaluations throughout the course from your students, your colleagues and also yourself.
Ask students for feedback
Don’t wait till the end of the course to find out what students think. You can get more timely, detailed and useful feedback if you ask students for their thoughts on specific activities, assessment tasks, etc. during the course.
Seek feedback orally in classes and in writing. Consider using online tools such as BluePulse to allow students to submit brief, anonymous comments on any aspect of the course at any time, or online forms to ask targeted questions. Students will feel encouraged to give constructive feedback if you acknowledge and address their comments.
As well as being valuable input into the course review process, student feedback can also be used to support your applications for promotion, teaching awards and other forms of professional recognition.
- Thoughts on using Bluepulse and other online feedback tools
- Student feedback procedure
- Survey Services FAQs
- Interpreting the results of the Course Experience Survey – Higher Education (PDF, 36.95 KB)
- Interpreting the results of the Course Experience Survey – Vocational Education (PDF, 37.20 KB)
Examples of practice
Ask colleagues for feedback
Peers can be a great source of advice on teaching practice. You can invite peers into your class to observe your teaching, but also get their feedback outside the classroom. Ask your fellow teachers on the same course or program for comments on a draft learning activity or assessment task. Colleagues from different areas can also give feedback from the point of view of someone unfamiliar with the topic, as students may be.
Reflect on your own practice
Whether or not you are trying something new, reflecting on how your classes went will help you develop and refine your teaching practice.
Consider keeping a journal or recording your classes to help focus your reflection. Peer reviews and student feedback also provide opportunities for reflection. Most importantly, use your learnings from the reflection process to plan improvements to your practice.
- Reflective writing - framework to guide reflection
Example of practice
- Reflecting on your practice (PDF, 25.7 KB) - Clare Renner from the College of Design and Social Context discusses how she reflects on her teaching practice