Manual of Policies and Procedures

C/4.7 Evaluation of courses, units, teaching and student experience

Contact Officer

Deputy Vice-Chancellor and Vice-President (Education)

Approval Date

16/11/2020

Approval Authority

University Academic Board

Date of Next Review

30/11/2023

4.7.1 Purpose
4.7.2 Application
4.7.3 Roles and responsibilities
4.7.4 Purpose of evaluation at QUT
4.7.5 Principles
4.7.6 The QUT Evaluation Framework
4.7.7 Using evaluation data
4.7.8 Ethical principles for evaluation and research with students
4.7.9 Use and disclosure of personal information
4.7.10 Delegations
Related Documents
Modification History

4.7.1 Purpose

This policy outlines the aproach to evaluation at QUT, ensuring the appropriate collection and use of evidence to support reflection on, and the continuous improvement of, courses, units, teaching and the student experience. This policy assists QUT in meeting relevant Standards of the Higher Education Standards Framework (Threshold Standards) 2015.

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4.7.2 Application

This policy applies to all staff members engaged in learning and teaching. The policy does not apply to invited guest speakers.

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4.7.3 Roles and responsibilities

Position Responsibility

Deputy Vice-Chancellor and Vice-President (Education)

  • approves evaluation instruments for courses, units, teaching and the student experience
  • approves the evaluation of courses, units, teaching and student experience protocols

Executive deans

  • ensure the continuous improvement of the quality of courses, units, equivalents and teaching and the student experience in their faculty by:
    • coordinating with associate deans (learning and teaching), heads of school, directors of faculty services and other University managers about the systematic and timely evaluation of learning and teaching within courses, units, teaching and the student experience
    • reflecting on evaluation data with associate deans (learning and teaching), heads of school, directors of faculty services and other University managers to determine continuous improvements for faculty courses, units, teaching and the student experience
    • monitoring planned improvement actions and the impact of those improvements, including ensuring that actions for improvement are communicated to students
  • reporting to Faculty Academic Board or other University committees and boards, as required, about results and planned improvement actions, and academic staff compliance with Performance planning and review for academic staff (PPR-AS) (B/9.2)
Course coordinators
  • facilitate the systematic and timely evaluation of learning and teaching and equivalents across the courses they coordinate in conjunction with the associate deans (learning and teaching), heads of school, and unit coordinators
  • reflect on evaluation data in order to determine continuous improvements to the course and its units with associate deans (learning and teaching), heads of school, unit coordinators and course teams

Unit coordinators

  • ensure the continuous improvement of the quality of learning and teaching within their units by:
    • coordinating with associate deans (learning and teaching), heads of school and course coordinators about the systematic and timely evaluation of learning and teaching within the units they coordinate
    • reflect on evaluation data with heads of school, course coordinators, the unit’s teaching team and others involved in the delivery and develop improvement plans
    • communicate planned improvements to key stakeholders including students, teaching teams, and course coordinators
Supervisors (normally heads of school)
  • assist their staff to engage in the evaluation of courses, units, teaching and student experience by:
    • reviewing the academic staff member’s personal evaluation strategy as part of Performance Planning and Review for academic staff (MOPP B/9.2)
    • ensuring that evaluation plans and outcomes are documented and reported within the PPR-AS process
    • identifying and recommending appropriate professional development activities as part of the PPR-AS process
Associate deans (learning and teaching) and equivalents
  • support and work with Executive deans, directors of faculty services and other University managers to ensure the stated requirements within the policy are enacted and met within their faculties
Academic staff engaged in teaching (ongoing, fixed term or sessional)
  • develop an annual personalised evaluation strategy in consultation with their supervisor.
Head of QUT Academy of Learning and Teaching
  • successfully deploy and manage the QUT Evaluation Framework by:
    • clearly communicating evaluation protocols to stakeholders including students, staff and University management
    • supporting stakeholders in the enactment of the Evaluation Framework through email and phone support, training and developmental resources
    • liaising with Department of Reporting and Analysis team
Director, Reporting and Analysis Team
  • implements and manages the technical infrastructure that underpins the University endorsed suite of evaluation tools

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4.7.4 Purpose of evaluation at QUT

The purpose of the evaluation of courses, units, teaching and the learning experience at QUT is to:

  • inform and support quality assurance (A/2.4) of courses, units, teaching and the learning experience through evidence
  • afford opportunities for the student and staff voice in relation to courses, units, teaching and the learning experience; and
  • ensure continuous improvement in learning and teaching through evidence-based critical reflection.

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4.7.5 Principles

Evaluation at QUT is guided by the following principles.

  • Evaluation is based upon multiple sources of evidence.
  • QUT respects and values the feedback of students and staff on courses, units, teaching and the learning experience as an integral part of the University commitment to quality.
  • All students are provided with opportunities to provide feedback on their learning experience.
  • Evaluation is aligned with the core knowledge, professional values and activities articulated in the Real World Learning Vision and the Professional Standards Framework (QUT staff access only).
  • Evaluation is designed to provide evidence of the quality of learning and teaching processes and outcomes to support the design and delivery of quality learning experiences at QUT.
  • Evaluations at QUT are undertaken in an ethical and accountable manner with a commitment to integrity and fair conduct. 
  • Evaluation data is collected, managed and retained in accordance with relevant legislation and University policy.
  • Evaluation is fair, equitable and there is a rigorous consideration and use of evaluation data in line with QUT's social justice and planning, quality and review policies.
  • The process and outcomes of evaluation will be transparent to students and staff and they will be informed how their feedback is used to shape learning and teaching and the learning experience.
  • Evaluation data will be considered in context (e.g. discipline, cohort characteristics, nature/level of unit or mode of delivery).
  • Evaluation data may be considered in probation, promotion and performance planning and review for academic staff.

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4.7.6 The QUT Evaluation Framework

Academic staff members engaged in a teaching role are required to develop an annual personal evaluation strategy in consultation with their supervisor. The personal evaluation strategy informs discussions on teaching performance in PPR-AS and should draw on multiple sources of evaluation data and focus on the impact on student learning.

Evaluation data can be collected using a range of methods including the University-endorsed suite of evaluation methods as approved by the Deputy Vice-Chancellor and Vice-President (Education). Evaluation methods are specified in QUT's Evaluation Framework Protocols.

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4.7.7 Using evaluation data

Evaluation data is used to:

  • critically reflect on and refine learning experiences and teaching at QUT
  • review, develop, recognise and reward quality in learning and teaching, including Fellowship and teaching awards; and
  • support personal evaluation, promotion and performance planning and review for academic staff.

Evaluation data from multiple sources is a key resource for supporting continuous improvement in learning and teaching, course performance reporting, course reaccreditation, unit and course reviews, performance management processes and other quality assurance processes.

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4.7.8 Ethical principles for evaluation and research with students

QUT quality assurance and evaluation activities where the findings are intended to support the improvement and development of QUT learning and teaching and services to students are not classed as academic research unless they involve the publication of the research. The use of student information in quality assurance and evaluation activities does not require formal ethical review by University Human Research Ethics Committee but any use of student personal information must comply with QUT’s Information privacy policy (F/6.2) and associated protocols.The use of student information in quality assurance and evaluation activities must also comply with NHMRC guidance on Ethical Considerations in Quality Assurance and Evaluation Activities. All research, including research using evaluation data, must comply with the QUT Code for responsible conduct of research (D/2.6). Ethics approval is required for human research; this includes any research conducted with or about people, or their data. Therefore, ethics approval is required for academic research using evaluation data. QUT endorses the National Statement on Ethical Conduct in Human Research (NHMRC). The Office of Research Ethics and Integrity (OREI) provides advice on ethical research and the level of approval required for a particular research project.

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4.7.9 Use and disclosure of personal information

QUT will not disclose personal information obtained from evaluation data, or identify and contact students or staff unless authorised in accordance with the Information privacy policy (F/6.2).

The protocols for access to evaluation data outlined in the QUT Evaluation Framework Protocols will be consistent with the Information privacy policy (F/6.2) and associated protocols.

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4.7.10 Delegations

Refer to Appendix 3 Schedule of Authorities and Delegations (VC137).

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Related Documents

MOPP A/2.4 QUT Quality and Standards Framework

MOPP B/3.5 Academic leadership roles in teaching and learning

MOPP B/9.4 Performance, promotion and probation for academic staff

MOPP D/2.6 QUT Code for responsible conduct of research

MOPP D/2.8 Management of research data and primary materials

MOPP E/2.1 QUT Student Code of Conduct

MOPP F/6.2 Information privacy

Evaluation of courses, units, teaching and student experience (QUT Evaluation Framework Protocols) (QUT staff access only)

Research Ethics and Integrity forms and templates (QUT Staff access only)

NHMRC guidance on ‘Ethical Considerations in Quality Assurance and Evaluation Activities

Higher Education Standards Framework (Threshold Standards) 2015

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Modification History

Date

Sections

Source

Details

16.11.20 All University Academic Board Revised and simplified policy to align with structural changes and the new Evaluation Framework and principles
30.09.19 All Provost Approved position title change for Deputy Vice-Chancellor (Learning and Teaching) to Deputy Vice-Chancellor and Vice-President (Education)
09.01.19 All Director, Governance and Legal Services Policy revised to include approved position title change from assistant dean/s to associate dean/s
30.07.18 C/4.7.3 Governance and Legal Services Editorial revisions to update position title - Faculty Manager discontinued, new role Director of Faculty Services
23.03.18 All University Academic Board Revised and simplified policy to integrate Expert Review of Educational Practice and alignment with the Academic Performance Indicators
22.07.16 All University Academic Board Policy revised to introduce and integrate the Student Perceptions of Teaching Survey into QUT's evaluation framework
23.11.12 All University Academic Board Policy revised to integrate the approved Reframe approach to evaluation

20.04.11

All

Council

Policy revised to reflect committee name change from University Teaching and Learning Committee to University Learning and Teaching Committee

19.02.11

All

Vice-Chancellor

Policy revised to include approved name change for Office of Teaching Quality to Learning and Teaching Unit and position title for Deputy Vice-Chancellor (Teaching Quality) to Deputy Vice-Chancellor (Learning and Teaching)

07.10.10

All

Office of Teaching Quality

Revised terms of reference due to the 'TellQUT' survey instrument replacing 'QUT Pulse'

29.07.09

C/4.7.2

Deputy Vice-Chancellor (Teaching Quality)

Minor amendment relating to release of quantitative data on unit evaluation for the purposes of course design, development and review

14.11.08

All

University Academic Board

Policy renumbered to C/4.7 (formerly C/7.7)

16.03.07

All

University Academic Board

Revised policy (endorsed by Teaching and Learning Committee 27.02.07 and Vice-Chancellor’s Advisory Committee 28.02.07)

02.05.06

All

Chair, University Academic Board

Revised policy consistent with new policy on evaluating teaching quality (B/9.7) (endorsed by Vice-Chancellor's Advisory Committee 22.02.06)

20.06.03

All

University Academic Board

New policy (effective from Semester 1, 2004)

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