Follow-up to evaluations is a central part of the work on teaching quality. Both the written final evaluation and the oral mid-term evaluation provide a basis for academic development and dialogue within study boards and teaching environments.
When a course has completed a written final evaluation, the lecturer and/or course leader must prepare a brief follow-up note in EVAL on the delivery of the course no later than 21 days after the evaluation.
The consolidated follow-up note includes an overview of the main themes and specific points of attention from the teaching evaluation, as well as a summary of what worked well and what could be improved in the course.
A link to the follow-up note is automatically sent to the course leader’s/lecturer’s SDU email when the note is due to be completed.
Questions for the follow-up note
The following questions form the basis of the follow-up note:
What reflections has the evaluation of the course given rise to? Where relevant, supplement the written final evaluation with conclusions from the oral mid-term evaluation.
What worked well in the delivery of the course?
Where is there potential for development in the delivery of the course?
Are there any specific points of attention or other feedback regarding the delivery of the course?
Processing and use of follow-up notes
Follow-up notes are written primarily to support the lecturer/course leader in their own work to develop and improve the teaching effort.
Follow-up notes are also considered by the study board and at status meetings with a view to:
collecting good practice and sharing it across the programme
supporting the lecturer/course leader in relevant initiatives to address specific challenges in the delivery of the course
No written follow-up notes are required after oral mid-term evaluations.
After mid-term evaluations, it is recommended that the lecturer/course leader briefly presents the students with the key conclusions and any adjustments made on that basis.
To foster a healthy evaluation culture, it is essential that students experience that their engagement and contributions to the evaluation genuinely matter and are used for the ongoing adjustment and development of teaching. This experience may also help counter low response rates in the written final evaluation.
Examination results are not regarded as a direct indicator of whether teaching has been delivered successfully, but they can be used as a parameter for the degree of alignment between intended learning outcomes, teaching and learning activities, and forms of examination. Therefore, examination statistics for the courses (number passed/failed and examination grades) will be generated on an ongoing basis.