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Providing feedback to students: closing the feedback loop

Feedback from students is sought for a variety of reasons including improving the quality of the learning experience and informing decisions regarding courses and units.  However, students frequently report that they are not informed of the results of the numerous evaluation questionnaires they complete, nor are they aware of actions based on their feedback. 

If they receive little or no feedback on the actions taken as a result of their feedback, students may show a lack of interest in evaluations, which could eventually result in poor response rates.  Thus, it is critical to make the outcomes and responses known to all who contributed.  This is often referred to as 'closing the feedback loop'.  Informing students of actions resulting from surveys demonstrates that student opinion is valued and that their contribution to the process of continuous improvement really counts.

The data that students contribute my be available to students, but it is probably more practical and useful to students, if a report is limited to key issues and actions to be taken.  Responses can be communicated in a variety of ways from quite simple to more complex.  It will be likely that some of the key issues identified by students can be acted upon immediately. Others may take time to implement, and so may result in actions for subsequent years.  Some issues may not be acted upon for particular reasons.  Ideally, the mechanism for feeding actions back to students is planned prior to the evaluation, so that students can be informed about how and where they can access this information.  This can help present surveys in a positive light and encourage a higher rate of participation.

Some strategies for feedback are suggested in the table below.

Strategy

Pros

Cons
Verbal report back to class by the staff member Inexpensive.  Relatively easy to do. Uses class time.  All students may not be present.  The particular unit/course may have concluded and thus students are no longer accessible.
Report back to class by a students representative Inexpensive.  Relatively easy to do. Uses class time. All students may not be present.  The particular unit/course may have concluded and thus students are no longer accessible.  Student reps may not be able to answer queries or understand the context about which they are reporting.
Posting on departmental/school notice board Can be on the notice board for weeks if necessary. Impersonal, one-way approach.  Will only be seen by on-campus students in that area.  Requires students to read the board.  Does little for on going dialogue.
Report to relevant committees that have student representatives Other staff members benefit. Committee reporting takes some time, and may not have student representatives present.  One student then has the responsibility to inform all other students, which is impractical.
Report in a student newsletter/newspaper Provides a permanent record.  Might reach alumni. Need to have a newsletter established.  One-way communication.
General email to all involved. Easy, quick, inexpensive and efficient.   Useful for multi site delivery situation. Depends on the widespread use of email, regular and easy access.  Might not reach students who have graduated.  Allows limited interaction.
World Wide Web - with possibly password-protected access Can be developed to varying degrees of sophistication.  Students do not need to be present, can be accessed at any time.  Useful for multi site delivery situation. May involve web development costs.  Dependant on internet access.