General feedback from the Tertiary Teaching Excellence Awards Committee 2015
Firstly, the panel wish to acknowledge the very high calibre of the nominations in general. This means that the panel is increasingly being asked to make some very fine judgement calls. Often these centre round how confident the panel can feel about the quality of evidence presented in the portfolio.
The panel asked for the following feedback to be provided to the sector:
- In many cases, more contextual details would be helpful to the panel in interpreting student evaluation data. One or two brief sentences to describe how organisations use student evaluations (e.g. method and frequency) is useful as would details of response rates and an explanation of any gaps in a sequence of evaluations.
- Most winning portfolios were able to provide systematic evidence of student feedback directed at particular criteria. This is usually more effective than taking a more general approach to the use of evidence.
- Repetition of the same evidence across more than one criteria tends to weaken a portfolio.
- Evidence of sustained excellence over time is much more powerful than ‘one-off’ pieces of information.
- Within a team application it is important that each team member provides some evidence of student evaluations highlighting their contribution to the team approach.
While the panel is not influenced by high level production and design values, the panel also noted that poor editing and proof reading detracts from an impression of overall excellence.
|Phil Ker||Peter Coolbear|
|Chair, TTEA Committee||Director, Ako Aotearoa|