1. Student-Centred Course Evaluation: Current Challenges Signe Tolstrup Mathiasen Vice President of Academic Affairs National Union of Students in Denmark

2. Revision of the ESGs in 2015
Common standards and guidelines for quality assurance in the European Higher Education Area
Paradigm shift towards student-centred learning and teaching
New standard: Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.

3. Some principles of SCL

4. Some principles of SCL
I – Teaching needs continuous reflection on its methods

5. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no ”one-size-fits-all” solution

6. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no ”one-size-fits-all” solution III – Students have different learning styles

7. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no ”one-size-fits-all” solution III – Students have different learning styles IV – Students have different needs and interests

8. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no ”one-size-fits-all” solution III – Students have different learning styles IV – Students have different needs and interests V – Students have different experiences and backgrounds

9. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no >one-size-fits-all< solution III – Students have different learning styles IV – Students have different needs and interests V – Students have different experiences and backgrounds VI – Students should have control over their learning

10. Some principles of SCL
I – Teaching needs continuous reflection on its methods II – There is no >one-size-fits-all< solution III – Students have different learning styles IV – Students have different needs and interests V – Students have different experiences and backgrounds VI – Students should have control over their learning VII – Learning needs cooperation between students and staff

11. Why is it important to have SCL
Makes students an integral part of the academic community
Increased motivation to learn
Due consideration for different students needs
Better retention rates in higher education
Continuous improvement of teaching methods

12. Why is it important to have SCL?
Higher individual knowledge retention rates

13. Why is important to have SCL?
Overall:
Increases quality in education
Makes education more accessible to everybody
Increases student well-being

14. Why are you telling us this?
Because student-centred course evaluation (SCCE) is fundamental for the existence of student-centred learning (SCL)

15. Why are you telling us this?
Because student-centred course evaluation (SCCE) is fundamental for the existence of student-centred learning (SCL)
Knowing the importance of SCL in our educations reflects how important it is to have good SCCE

16. Why are you telling us this?
Because student-centred course evaluation (SCCE) is fundamental for the existence of student-centred learning (SCL)
Knowing the importance of SCL in our educations reflects how important it is to have good SCCE
Good SCCE = Good implementation of SCL = Better educations at a holistic level

17. Why are you telling us this?
All the mentioned principles of SCL require good SCCE

18. SCCE around Europe
Student feedback surveys remain the most common form of course evaluation overall around Europe
(EUA Trends Report 2018, ca. 300 surveyed institutions)

19. SCCE around the World
Students’ evaluation of teachers remain the most common form of course evaluation overall around the world
(IIEP-UNESCO 2018, 311 surveyed institutions from 94 countries)

20. SCCE impact
EUA Trends Report 2018: 90% of institutions believe that teaching performance evaluations play either an ”important role” or an ”important role to some extent”

21. SCCE impact
EUA Trends Report 2018: 90% of institutions believe that teaching performance evaluations play either an ”important role” or an ”important role to some extent”
IIEP-UNESCO 2018: tools of evaluation of teaching and learning were considered to have a largely positive impact in courses

22. SCCE impact
BUT:

23. SCCE impact
BUT:
Surveyed institutions by IIEP-UNESCO marked “students’ evaluations of teachers” as having a “medium” impact

24. SCCE impact
BUT:
Surveyed institutions by IIEP-UNESCO marked “students’ evaluations of teachers” as having a “medium” impact
46% surveyed student representatives from 20 different European countries were not convinced that students took these evaluations seriously. 33% marked that students take them seriously only to a certain extent (European Students’ Union 2015)

25. Why does this happen? IIEP-UNESCO 2018, students felt:
Lack of transparency
Lack of (knowledge of) impact of their answers
Lack of dialogue
Evaluation forms given too late in the year to correct issues
Course assessment used as a routine procedure

26. Why does this happen? European Students’ Union 2015, students felt:
Lack of follow-up
Evaluations are not read
No consequences due to results
Lack of incentives to fill out evaluations
Evaluations badly designed

27. Why does this happen?
SCCE is fundamental to implement SCL, but SCCE also need to follow the basic principles of SCL to work

28. Why does this happen?
SCCE is fundamental to implement SCL, but SCCE need to also follow the basic principles of SCL to work
The problem is not SCCE, but the design of it

29. Taking in consideration the SCL principles, how can SCCE be designed in an effective and functional way?

30. Ideas for practice (Learning Lab DTU)
Continuous dialogue in plenum
Have a public dialogue with students at the end of each class

31. Ideas for practice (Learning Lab DTU)
Continuous dialogue in plenum
Have a public dialogue with students at the end of each class
Course representatives
Some course representatives are selected and are responsible for listening to their peers and continuously evaluating the course with the teacher

32. Ideas for practice (Learning Lab DTU)
Continuous dialogue in plenum
Have a public dialogue with students at the end of each class
Course representatives
Some course representatives are selected and are responsible for listening to their peers and continuously evaluating the course with the teacher
Focus group interview
Randomly selected students are interviewed by a third-person on the content of the course

33. Ideas for practice (Learning Lab DTU)
Continuous dialogue in plenum
Have a public dialogue with students at the end of each class
Course representatives
Some course representatives are selected and are responsible for listening to their peers and continuously evaluating the course with the teacher
Focus group interview
Randomly selected students are interviewed by a third-person on the content of the course
Muddy points and insight notes
Students leave post-its with the points they were confused about and the points they learned after a lecture. Common doubts are clarified online or in next lecture

34. Thank you so much. E-mail: signe@dsfnet
Thank you so much! FB: Signe Tolstrup Mathiasen Tel: