Evidencing learning and teaching (including SELT)
The Evaluation of Learning and Teaching Policy encourages multiple means of collecting relevant information on the quality of learning and teaching. The Learning and Teaching Centre (LTC) facilitates data collection through surveys of student views on the quality of their learning experience, and on the teaching quality in their units.
The main purposes of the surveys are for quality assurance and quality enhancement. Data collected through the evaluation tools (typically students indicate their agreement to various statements on a questionnaire and have the opportunity to write comments), should be used in conjunction with all available information, to demonstrate or improve the quality of learning and teaching in ACU.
The evaluation data, along with individual professional development activities, may be used to support a lecturer's probation/performance review and application for promotion.
Click the links to scroll directly to the sections:
Coursework units offered by ACU will be evaluated in accordance with the Evaluation of Learning and Teaching Policy and related procedures, using the SELT questionnaire. The SELT questionnaire is designed to collect student feedback on various aspects of learning and teaching quality at the unit level. SELT surveys are conducted online at specific times in the year. Further information on SELT surveys (e.g., questionnaire content and survey cycles) is available at the Resources section.
Student Evaluation of Unit (SEU) and Student Evaluation of Teaching (SET)
- From 2012 First Half survey cycle to 2015 First Half survey cycle, coursework units offered by ACU were evaluated using the SEU questionnaire. The SEU questionnaire was designed to collect student feedback on various aspects of learning and teaching quality at the unit level.
- From 2012 Second Half survey cycle to 2015 First Half survey cycle, some lecturers/tutors used the SET questionnaire to gather student feedback on various aspects of the participating staff member's teaching.
- Key aspects of SEU and SET instruments have been combined to form the SELT questionnaire. From 2015 Second Half cycle onwards, the SELT survey replaces SEU and SET surveys, for the evaluation of ACU coursework unit/teaching.
The Professional Experience (ProfEx) survey is a new formal process at ACU that gives students the opportunity to provide feedback on their experiences of learning in a specific workplace or another form of placement. The ProfEx questionnaire is specifically designed to reflect the unique learning that occurs at various stages when you are undertaking these units. Currently the survey is open to select units in the Faculties of Education and Arts and Health Sciences. Please note that units surveys using the ProfEx survey will not be surveyed with the SELT survey.
As the Student Evaluation of Learning and Teaching (SELT) survey is an end of study period survey, any unit or teaching improvements can only apply to students enrolled in future offerings of the unit. Throughout the study period, especially in a semester, there are alternative, multiple opportunities to gauge student feedback, enabling teachers to make more immediate adjustments to their teaching and the unit if needed.
One of the challenges for quality assurance in the higher education sector is that of engaging students in the evaluation process, including in the surveying of units and teaching in units. In order to increase participation in surveys, students need to know that their opinions are valued and that their contributions improve the experience of learning and teaching at ACU. Encouraging student engagement can, in turn, empower them to become more active in their learning experience. Closing the evaluation feedback loop is an essential part of this process.
Academic staff are encouraged to participate in reflective teaching practices through the ACU Peer Observation and Review of Teaching (PORT) program. PORT is a voluntary program at ACU and cannot be mandated without approval of the academic staff wishing to participate in the program. Peer observation is designed to be developmental for staff while peer review is designed to be evaluative for staff.