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Preview Unit Evaluation Item bank

Item bank question categories

content and objectives;
teaching methods;
assessment procedures;
student workload and study behaviour;
routine evaluation mechanisms.

Content and Objectives

This section includes a general consideration of the learning outcomes that a subject hopes to achieve in its students and the appropriateness of the curricular objectives and content in developing these outcomes.

The following more specific issues are identified as issues on which students can sensibly comment. They also appear as subheadings under which related items are listed, along with their item reference numbers.

Does the subject clearly complement rather than overlap or duplicate others; does it build on previous subjects; does it provide a basis for related subjects?
Do the various components that make up the subject integrate with or reinforce one another ?
Are the subject's learning objectives clear; are the objectives described in student performance terms ?
Are full descriptions of the subject's curricular content and its learning objectives provided to students; do students properly understand the descriptions ?

Does the subject clearly complement rather than overlap or duplicate others ?

1530	The topics in this subject complemented other subjects in the course.
1531	The content and objectives of this subject overlapped or duplicated other subjects. [reversed]

Does it build on previous subjects ?

1532	The subjects listed as prerequisites were effective preparation for this subject.
1533	The content and objectives of this subject build on previous subjects in the course.
1534	This subject further developed the concepts and ideas I encountered in earlier subjects.
1646	I was expected to acquire background skills for this subject that were not taught in other subjects. (reversed)

Does it provide a basis for related subjects ?

1535	The content and objectives of this subject provide a foundation for related subjects.
1536	This topics in this subject helped me better to understand other related subjects.
1537	The content and objectives in this subject helped me prepare for other related subjects.

Do the various components that make up the subject integrate with or reinforce one another ?

1538	Organisation and progression of the topics in this subject was sensible and coherent.
1539	Topics have been presented in logical sequence.
1540	Relationships between important topics within the subject have been explained.
1541	The topics in this subject were presented in a way that reinforced one another.
1542	The subject topics and learning objectives in this subject are consistent with each other.
1644	The suggested ungraded exercises I completed were valuable preparation for the assessment tasks.
1645	The suggested ungraded exercises I completed helped me to master the subject content.

Are the subject's learning objectives clear ?

1543	The learning objectives in this subject have been made explicit and clear.
1544	The subject's learning objectives are clearly worded.
1545	The language in which the learning objectives are described is ambiguous. [reversed]
1546	The learning objectives explained what skills and knowledge this subject aimed to develop.

Are the objectives described in student performance terms?

1547	The subject's stated learning objectives were phrased as descriptions of what students should be able to do.
1548	The descriptions of learning objectives were worded in terms of standards of quality of our work.
1549	The stated learning objectives included examples of how each grade translated into different standards of performance.
1550	There were clear links between the stated learning objectives and what was expected in terms of the quality of our work.

Are full descriptions of the subject's curricular content and its learning objectives provided to students ?

1551	The description of the subject included both a description of the content and of the learning objectives.
1552	The knowledge and skills that I should expect to acquire in the subject were clearly described.
1553	The descriptions of the subject content were accompanied by descriptions of learning objectives relevant to those topics.

Do students properly understand the descriptions?

1554	The subject's curricular content and its learning objectives were explained to me.
1555	Descriptions of the subject's curricular content and its learning objectives were clear.
1556	The descriptions of the subject's curricular content helped me understand what was expected from me.
1557	The descriptions of the subject's learning objectives helped me understand what skills and knowledge I was expected to acquire.

Teaching Methods

This section seeks to ensure that teaching methods are selected to best support the learning processes through which students will achieve the designated learning outcomes identified in the objectives.

Is there generally a supportive climate in the subject; do the subject's teaching staff exhibit an enthusiasm for the subject and its teaching; do the students feel comfortable in contributing, questioning and commenting ?
Has the rationale behind the use of teaching methods been explained to students ?

Is there generally a supportive climate in the subject ?

1558	The general atmosphere within the department has been one of helpfulness.
1559	There was sufficient access to teaching staff.
1560	There was sufficient access to technical staff.
1561	I felt comfortable and attentive in the rooms and other teaching spaces used by the subject.
1562	I generally found someone in the Department who would respond to my concerns.
1648	The various teaching materials were available in a format I was able to use.

Do the subject's teaching staff exhibit an enthusiasm for the subject and its teaching?

1563	The [type of teaching role] was interested in helping me to learn.
1564	The [type of teaching role] gave me sufficient assistance when asked.
1565	If I didn't understand something, and I asked, the [type of teaching role] explained it to me.
1566	The [type of teaching role] was enthusiastic about the subject content.
1567	The [type of teaching role] was enthusiastic about teaching the subject.

Do the students feel comfortable in contributing, questioning and commenting ?

1568	The number of students in the classroom enabled effective student participation.
1569	I was able to discuss my progress in the subject with teaching staff.
1570	My involvement in the [type of teaching method] was high.
1571	The [type of teaching method] stimulated my interest in the subject.
1572	Students were made to feel comfortable when asking questions.
1573	The [type of teaching role] listened to our comments, as well as our questions.
1574	The [type of teaching role] responded to comments and questions raised by students.
1651	The [type of teaching method] activity was appropriate to the subject content.

Has the rationale behind the use of teaching methods been explained to students ?

1575	The rationale behind the use of teaching methods was explained to students.
1576	The reasons for each of the different teaching formats used was clear.
1577	The teaching approaches were justified by matching how they could assist students to learn.
1578	The rationales depicted for the teaching approaches typically included statements about how they might assist student learning.
1647	I had a sense of my participation in a learning community during the [type of teaching method] activity.
1649	The teaching materials actively supported my learning in the subject.
1650	It was clear how my use of each of the teaching materials helped to develop my understanding of the subject.

Assessment Procedures

This section seeks to ensure that assessment tasks provide direct evidence of students' progress towards attainment of learning objectives. It includes the development and systematic use of marking and grading procedures and the criteria upon which these are based (summative assessment). It also includes the provision of feedback during the learning process in order to guide and support learning (formative assessment). There is a need to clearly differentiate between the summative and formative aspects of assessment.

Do the assessment tasks clearly relate to the learning objectives?
Does formative assessment comprise part of the assessment strategy; is it clearly differentiated from summative assessment; is feedback timely; does feedback provide clear indications of how improvements can be made?
Have the criteria for assessment been adequately described; are there descriptions of the performance required for each level of mark awarded?
Have the criteria for assessment and the processes for submission, marking and appeal been made clear to students?

Do the assessment tasks clearly relate to the learning objectives?

1579	The [type of student activity] was relevant to the aims of the subject.
1580	The [type of student activity] covered the important aspects of the subject.
1581	The [type of student activity] reflected the content and emphasis of the course.
1582	The assessment tasks helped me to develop knowledge and skills identified in the stated learning objectives for this subject.
1583	The assessment tasks are relevant to the stated learning objectives.

Does formative assessment comprise part of the assessment strategy?

1584	I received adequate feedback on my [type of student activity].
1585	The feedback on my work was helpful to my learning.
1586	The [type of teaching role] gave us feedback on our graded and ungraded work.
1587	I was given feedback on ungraded exercises that helped to guide my learning.
1588	I was given exercises that were not part of my grade, but that were used to check my understanding.

Is it clearly differentiated from summative assessment?

1589	The test items are adequately explained after a test is given.
1590	The exams items have been adequately discussed upon return.
1591	Tests and exercises that contributed to my grade were clearly separate from ungraded diagnostic exercises.

Is feedback timely?

1592	The exams are returned in a reasonable amount of time.
1593	The feedback on my work was provided promptly.
1594	Feedback came at a time when the work was still fresh in my mind.

Does feedback provide clear indications of how improvements can be made?

1595	The assigned written work improved my writing and analytical skills.
1596	Markers' comments and criticisms on assessable work have been helpful.
1597	The feedback on my work included clear suggestions for further improvement.
1598	The feedback explained how to improve my work.
1599	The feedback explained how I might have done the assignment better.

Have the criteria for assessment been adequately described?

1600	The assessment criteria were written in a way that helped me approach the task.
1601	It was clear what I had to do to satisfy each of the grading criteria for my assessment tasks.
1602	Assignment tasks were specified sufficiently for me to know what I had to do for the assignment.

Are there descriptions of the performance required for each level of mark awarded?

1603	A realistic definition of excellent performance has been applied.

Have the criteria for assessment and the processes for submission, marking and
appeal been made clear to students?

1604	Sufficient information was provided about the exam format.
1605	There has been enough guidance provided to prepare students for examinations.

Workload and Study Behaviour

This section concerns attempts to ensure that workload is reasonable, reflects the primary aims of the subject and takes account of student background. The provision of support to students is also identified as a concern.

Has information been gathered on workload for the subject; does workload correspond to the weighting of the subject; is workload reasonably spread?
Does the time spent by students reflect the emphases of learning objectives, teaching methods and assessment tasks?
Are there procedures for monitoring student learning behaviour and for providing individual advice, learning support and counselling?

Has information been gathered on workload for the subject?

1606	Our [type of teaching role] asked us about our workload.
1607	Our [type of teaching role] asked us how we study for the subject.
1608	Our [type of teaching role] asked us about the time we spent studying the subject.

Does workload correspond to the weighting of the subject?

1609	There was too much content presented in this subject. [reversed]
1610	Overall, the workload for this subject was too great. [reversed]
1611	The content of this subject was easily understood.
1612	The amount of work required in the subject matched with its overall points weighting.
1613	The amount of material covered has been reasonable.
1614	Material has been presented at an appropriate level.
1615	The amount of work required has been reasonable.
1616	The assessment weighting of the [type of teaching method] work was too great. [reversed]
1617	The [type of teaching method] was too complex. [reversed]

Is workload reasonably spread ?

1618	The workload for this subject was reasonably spread.
1619	The workload for this subject was well-paced.
1620	Difficult topics have been structured in easily understood ways.

Does the time spent by students reflect the emphases of learning objectives,
teaching methods and assessment tasks?

1621	There has been agreement between announced learning objectives and what was taught.
1622	Quality of work has been emphasised more than quantity.
1623	There was an insufficient number of [type of teaching method] in this subject. [reversed]
1624	The required preparation for each [type of teaching method] was too great. [reversed]
1625	The [type of teaching method] work could be completed within the allocated time.
1626	The [type of teaching method] for this subject were too long. [reversed]
1627	Adequate time has been provided for completing assignments.
1628	Assignments require a reasonable amount of time and effort.
1629	The class exercises could be completed within the allocated time.
1630	The computer exercises could be completed within the allocated time.
1631	Reading assignments require a reasonable amount of time and effort.
1632	The way this subject is taught is appropriate for the material.
1633	The time spent in studying individual topics reflected their relative importance or weight.
1652	Gaining familiarity with the [type of teaching method] contributed to my workload for this subject.

Are there procedures for monitoring student learning behaviour?

1634	The [type of teaching role] gave us pop quizzes to test our learning.
1635	We checked our understanding with diagnostic tests.
1636	We were asked to describe how we studied for the subject.

Are there procedures for providing individual advice, learning support and counselling?

1637	The [type of teaching role] was available for individual consultation.
1638	The [type of teaching role] gave me individual help with my learning in this subject.

Routine Evaluation

This section considers the process of routine evaluation. Routine evaluation includes the various routine and ongoing attempts that teachers make to obtain feedback on teaching between the more formal and infrequent evaluations and reviews. Routine evaluation may comprise one or two of the data sources discussed and may usefully feed into the process for formal subject evaluation.

Are routine processes in place to gather student and other feedback on the organisation and teaching of a subject?
How are students informed of the use made of the feedback information?

Are routine processes in place to gather student and other feedback on the organisation and teaching of a subject ?

1639	The [type of teaching role] quizzed us on our learning.
1640	The [type of teaching role] asked us if we found the subject well-organised.
1641	We had regular opportunity to give feedback on the subject's teaching.
1642	The [type of teaching role] asked us if the teaching methods were appropriate for the subject content.

How are students informed of the use made of the feedback information?

1643	The [type of teaching role] explained how they use our feedback to make changes to the subject's teaching.