Academic Manual


Section 10: Module Evaluation Questionnaires

Published for 2021-22

10.1 Introduction10.2 Procedure

10.1 Introduction

1.Module Evaluation Questionnaires are an important part of UCL Student Engagement practice, providing valuable student feedback to departments and faculties on their programmes. The feedback helps programmes to maintain academic standards as well as facilitate meaningful discussions with students on their delivery and on ways to improve and enhance provision (see the Quality Code Advice and Guidance: Student Engagement). The following regulations set out UCL’s policy for Student Module Evaluation Questionnaires and are applicable to all taught programmes, including undergraduate, postgraduate taught (and MRes) and Initial Teacher Education programmes.

10.2 Module Evaluation Questionnaire Policy

1.Module Evaluation Questionnaires (MEQs) must be distributed at least once a year for each module (or equivalent for non-modular programmes). 
2.The MEQs should concentrate on the effectiveness of the teaching, learning, assessment and student support on the modules as perceived by the student.
3.Departments must inform students of the purpose of taking the MEQs, how their anonymity will be protected and how a summary of the results will be made available.
4.While the final responsibility for implementing an appropriate module evaluation and mechanisms for the subsequent analysis of data rests with the individual department and/or faculty, departments should follow the guidance for online student questionnaires and include the UCL core questions.
5.Where appropriate, the student’s programme should be captured alongside their feedback to allow the results to be analysed by different programmes, subjects and department groups.
6.Analysis of data must be conducted by departments and a summary of the departmental level results produced as part of the Annual Student Experience Review (ASER) process, using the ASER Departmental MEQ Summary proforma. The MEQ summary will then inform the Department's ASER Report and Development and Enhancement Plan.
7.The ASER Departmental MEQ Summary proforma should be attached to the ASER Development and Enhancement Plan and forwarded to the Departmental Teaching Committee (DTC), the Staff-Student Consultative Committee (SSCC) and the Faculty Teaching Committee (FTC).
8.Each department must have adequate mechanisms for identifying action required arising from the MEQs and ensuring that appropriate action is taken where necessary. It is recommended that anonymised MEQ data and student comments are retained for a period of ten years by departments and/or faculties, as stipulated in the UCL Records Retention Schedule to allow individual staff to consult as and when appropriate.
9.Each department must have in place mechanisms for closing the feedback loop, whereby students are informed of any actions which have been taken in response to student feedback – either in the current year or in response to feedback from previous cohorts - and the impact this has had on the learning experience within and across modules.