What are some tools and techniques for collecting and analyzing feedback data from faculty and students?

1 Authentic assessment and feedback

Authentic assessment and feedback are approaches that aim to capture the real-world performance and learning outcomes of faculty and students, rather than relying on standardized tests or ratings. Authentic assessment and feedback involve using multiple methods and sources of evidence, such as portfolios, reflections, peer reviews, observations, surveys, interviews, or focus groups, to measure and enhance the quality and impact of teaching and learning. Authentic assessment and feedback also emphasize the importance of providing timely, specific, constructive, and actionable feedback that helps faculty and students understand their progress, strengths, weaknesses, and areas for improvement.

2 Designing feedback processes

Before collecting and analyzing feedback data, you need to plan and design your feedback processes, considering the purpose, scope, audience, and format of your feedback. You need to define your feedback goals and questions, such as what aspects of teaching and learning you want to evaluate, improve, or showcase, and how you will use the feedback data to inform your decisions and actions. You also need to decide who will provide and receive feedback, such as students, peers, mentors, administrators, or external evaluators, and how you will communicate and engage with them. Finally, you need to choose the appropriate methods and tools for collecting and analyzing feedback data, such as surveys, interviews, portfolios, rubrics, or software, and ensure that they are valid, reliable, ethical, and feasible.

3 Collecting feedback data

Collecting feedback data involves selecting and applying the methods and tools that you have chosen for your feedback processes, and ensuring that you collect enough and relevant data to answer your feedback questions. You need to consider the timing, frequency, duration, and mode of your data collection, such as whether you will collect feedback before, during, or after a teaching or learning activity, how often and how long you will collect feedback, and whether you will use online or offline tools. You also need to consider the quality, quantity, and diversity of your data sources, such as whether you will use multiple or single sources of feedback, how many and which faculty and students you will involve, and whether you will use qualitative or quantitative data or a mix of both.

4 Analyzing feedback data

Analyzing feedback data involves processing and interpreting the data that you have collected, and identifying the patterns, themes, trends, gaps, and insights that emerge from your data. You need to consider the type, level, and purpose of your data analysis, such as whether you will use descriptive, inferential, or exploratory statistics, how you will aggregate or disaggregate your data, and what conclusions or recommendations you will draw from your data. You also need to consider the tools and techniques that you will use to analyze your data, such as spreadsheets, graphs, charts, tables, or software, and how you will ensure the validity, reliability, and accuracy of your data analysis.

5 Presenting feedback data

Presenting feedback data involves communicating and sharing the results and implications of your data analysis with your feedback providers and receivers, and other relevant stakeholders. You need to consider the format, style, and tone of your data presentation, such as whether you will use reports, slides, posters, videos, or podcasts, how you will organize and structure your data presentation, and how you will use language, visuals, and narratives to convey your data. You also need to consider the audience, context, and goal of your data presentation, such as who will see or hear your data presentation, when and where you will present your data, and what actions or changes you want to inspire or support with your data.

6 Evaluating feedback processes

Evaluating feedback processes involves assessing and reflecting on the effectiveness and impact of your feedback processes, and identifying the strengths, weaknesses, opportunities, and challenges that you encountered or anticipate. You need to consider the criteria, indicators, and evidence that you will use to evaluate your feedback processes, such as how well you met your feedback goals and questions, how satisfied and engaged your feedback providers and receivers were, how useful and actionable your feedback data were, and how much you learned and improved from your feedback processes. You also need to consider the methods and tools that you will use to evaluate your feedback processes, such as surveys, interviews, reflections, or portfolios, and how you will use the evaluation results to inform your future feedback processes.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?