Late last year, the Learning Innovation Hub hosted a “hackathon” to consider updates to our key student surveys: the Learner Experience of Teaching (LET) and Learner Experience of Unit (LEU).
While work on the LEU item bank is continuing, we have prioritised further analysis and stakeholder consultation on LET. After providing an update to SLTC last month, we are now seeking input from Teche and My MQ readers (staff, students and others) on the final core set of items for inclusion in all LET surveys. Please click on the link below to contribute to this process (use the password provided).
Survey link: http://evaluation.ltc.mq.edu.au/evasys/online/
The LET survey is the main instrument for staff seeking student feedback on their teaching (T). It’s designed to help staff reflect on their teaching practices and focuses on assisting their development in teaching and engaging students. The LET also provides staff with information they might use to document their teaching for a range of purposes including awards and career progression.
The LEU survey provides students with an opportunity to give feedback at unit level (U) to the unit convenor and department. It focuses on the unit curriculum, learner engagement and other key aspects of students’ experience of learning in the unit.
Hackathon participants reviewed the core LET and LEU item sets (i.e. those items that appear in all surveys of each type) and the associated response scales. They also reviewed the optional items (item banks) for each survey and suggested changes to better align the surveys with the L&T strategy and Student Experience Survey (SES).
Additional information on the LET review
On the basis of feedback received in consultations to date, the revised LET will:
- Maintain open-ended responses on core items, reworded to invite a more thoughtful response.
- Limit optional items to those from the revised LET item bank, organised into a reduced set of categories relating specifically to teaching practice (rather than unit curriculum).
- Replace the agreement-based scale with a frequency-based scale (Rarely or never/some of the time/about half the time/often/most or all of the time) and label all response options where practicable (not always possible on paper surveys).
For more information or to provide comments on the LET and LEU review, please contact:
Quality Assurance and Professional Development Lead
Learning Innovation Hub