Find support and resources including strategies for analyzing learner feedback.
Suggested Strategies for Analyzing Student Feedback
Control your defense mechanisms.
Analyze the source of your students’ reactions in a way that sheds light on any issues and problems that have been identified.
- Ask yourself: What kinds of reactions am I having to this feedback and what is it likely to make me do in future?
Work hard not to under-react or over-react to information that you receive.
- Ask yourself: What are the reasons behind both the positive and negative feedback provided by the students?
Divide the issues raised by students into actionable and non-actionable categories.
- Ask yourself: What are the changes that would enhance student learning, versus the ones that would have neutral or negative impact on learning?
Communicate with students before and after their provision of feedback.
- Ask yourself: What aspects of this feedback can I do something about?
Do not make the simplistic assumption that all positive responses are related to good teaching and all negative responses are related to bad teaching.
- Ask yourself: How can I use the Assessment of Teachers by Learners system to improve communication and to create constructive dialogue with my students?
Remember that small changes can have big effects.
- Ask yourself: What parts of this feedback most robustly indicate where my teaching strengths and weaknesses lie?
Develop a teaching enhancement strategy that takes into account the Assessment of Teachers by Learners feedback.
- Ask yourself: What initial small changes can I make based on the feedback that I have received that might have immediate and positive effects on my students’ learning experiences in this learning student evaluation of teaching?
- Ask yourself: What are my long term teaching goals and how can this feedback help me to achieve them?
Excerpt from Moore, S., & Kuol, N. (2005). A punitive bureaucratic tool or a valuable resource? Using student evaluations to enhance your teaching. In G. O’Neill, S. Moore, & B. McMulline (Eds)., Emerging issues in the practice of university learning and teaching (pp. 141-148). Dublin: All Ireland Society for Higher Education.
Faculty Support and Resources
UBC FOM Faculty Development
Faculty Development to find out about events, programs, teaching resources, and strategic initiatives that will help support your role as teachers, including:
A variety of resources relevant to various teaching roles in UBC's undergraduate and postgraduate programs, including modules, videos and online publications.
The Core Program
This program aims to equip teachers in all contexts with core knowledge and skills to teach effectively. Topics include:
- Optimizing the learning environment (small group, large group, clinical context).
- Feedback and reflection
- Clinical reasoning
- Assessment and direct observation
- Learner relationship & learner in difficulty
For more information and individual support please feel free to contact the faculty development team at your respective site:
Island Medical Program
TBA, Regional Director, contact Nicole Coutts
Northern Medical Program
Dr. Julia Wimmers-Klick, Regional Director
Southern Medical Program
Dr. Robyn Hutchings, Regional Director, contact Jessica Russo, Administrative Assistant
Vancouver Fraser Medical Program
Dr. Linlea Armstrong, Reginal Director, contact Catherine Choa, Administrative Assistant