Teaching Evaluation and Feedback

Student feedback is an important part of a reflective cycle of evaluating curriculum and teaching practices. Located within LearnJCU, YourJCU Surveys are designed to obtain student feedback on the quality of subjects and teaching at JCU. It is an opportunity for students to express their opinions about their student experience.

The online survey offers students a personalised, secure and easy to use platform for providing confidential feedback on subjects and teaching practices.

YourJCU Subject Surveys are conducted for every undergraduate and postgraduate coursework subject offering. Lecturers can opt-in for YourJCU Teaching Surveys for any undergraduate and postgraduate coursework subject offerings.

Conducted annually

The Student Experience Survey (SES) is the largest survey of Australian higher education students. It is part of the Quality Indicators of Learning and Teaching (QILT) suite of surveys that are run by the Social Research Centre (SRC).

This national survey of students, across all higher education providers, aims to give students the opportunity to talk about the quality of their educational experience.

Conducted annually

All Australian universities are required by law to survey undergraduates and postgraduates four months after completing their study.

The Graduate Outcomes Survey (GOS) is a national survey that focuses on graduate destinations, such as further study or employment.

The Graduate Outcomes Survey - Longitudinal (GOS-L) is the longitudinal component of the GOS and allows graduates to express their views of their course three years after graduation.

The GOS and GOS-L are part of the Quality Indicators of Learning and Teaching (QILT) suite of surveys that are run by the Social Research Centre (SRC).

The PRoT process provides a collaborative means to reviewing and renewing teaching practice.

Staff can select any aspect of their teaching practice for review (see the Peer Review quadrant of the 4Q Model of Evaluation).

Through careful selection of an appropriate internal or external peer, and a process of critical reflection upon themes or recommendations to emerge from the review, staff can identify ways in which teaching practice can be enhanced.

PATS is a collaborative approach to development and improving aspects of teaching and subject design in response to student feedback, and aims to improve academic development and leadership capacity.