Module Evaluation Questionnaires are an important part of UCL Student Engagement practice, providing valuable student feedback to departments and faculties on their programmes.
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.
About Module Evaluation Questionnaires (MEQs)
Student feedback data comes from a variety of sources, one of which is Module evaluative questionnaires (MEQs), also known as module evaluation. MEQs help departments gather feedback from students, identify ways to improve modules and the student experience, identify good practice and close the feedback loop. The data also feeds into the Annual Student Experience Review (ASER).
Currently, departments use a variety of systems to survey students about each taught module. Some departments have been using paper forms in class so this project will provide them with a tool to continue to run MEQs in a remote learning environment. This will ensure that students are provided with a continually improving learning experience and the student voice continues to be heard.
Benefits of using the MEQ template
Using this template will reduce the administrative burden on departmental staff, and provide some consistency around feedback requests received by students. It also has the capability to automatically generate reports and graphs so that you can see results and themes, even for very large modules, at a glance.
- Why is UCL recommending Moodle as the tool for online MEQs?
This project needed to provide a quick and simple solution in time for Term 1. Both staff and students are already familiar with Moodle, and its questionnaire tool is easy to use and effective. Moodle also produces quantitative reports automatically. Moodle SEQs have been included in the checklist to Align your course with the Connected Learning Baseline (CLB).
- Are MEQ responses on Moodle anonymous?
Unlike previous versions of Moodle, the current one is anonymous, and logs cannot be used by departments to identify users. The project team will ensure that this is clear on the questionnaire and guidance.
- We currently use a different online MEQ tool, can we swap to Moodle?
Departments are welcome to move to Moodle as this will improve consistency of experience for students, and Moodle may also be less of an administrative burden than other tools.
- Can departments decide what questions are included?
Yes! The five core questions identified by the Harmonising module evaluation project have been incorporated, and there are a bank of additional questions available. Where departments set up the SEQ, you can use the core questions and add your own.
Using the five core questions will allow us to better align our evaluation data with institutional surveys and contextualise results (such as the National Student Survey (NSS) and the Postgraduate Taught Experience Survey (PTES)). It also has the potential to analyse MEQs at a departmental, faculty or institution level. Students will also have an improved survey experience if departments are using more consistent questions.
- What are the five core questions recommended for online MEQs?
The five core questions (see below) originated in the Harmonising Module Evaluation project, as part of the plans introduce a new survey system for managing module evaluation across UCL. By introducing a small number of institutional core questions across all modules, we can analyse data collectively to better target our support and improve the student experience. Whilst the project is currently on hold, we would still encourage staff to consider using these questions. They serve as a method of standardising our approach to student evaluations, can be utilised as a broad diagnostic tool, and have been developed to be relevant to all modules. Students can find the wide variety of questions, and formats in use across UCL disjointed and confusing and this allows for a smoother, clearer evaluation process.
1. The module was well organised and ran smoothly
2. Feedback provided was helpful in developing my understanding of the subject (feedback can be verbal, written, in person, online)
3. The taught sessions enhanced my learning and understanding of the content
4. The teaching was stimulating and helped make the subject interesting.
5. The structure and criteria for the assessment of this module are appropriate.
To add the MEQ templates to Moodle, download this step by step guidance [Word doc] or view the videos below:
For departments wishing to continue using other online tools, we would encourage you to include the 5 core questions (see above). If you are designing your own questions, please consider the following issues:
- Keep the questionnaire brief and think about the data that a question would generate. For example, you may prefer to use closed questions for ease of analysis.
- If you add an open text question to your survey, please ensure that you give your students guidance about appropriate answers, and be prepared to read all the answers and follow them up so that the students feel that their voice is heard.
- Ensure that you are able to “close the feedback loop” to anything you ask. Students will want to see positive and timely action in response to their feedback.
- You will need to set up your questionnaire to be anonymous. If you use open text questions, students may unwittingly reveal their identity or identify others, so please remind them not to do this. You will also need to ensure that any accidental revelations are redacted if you are sharing the results more widely in your department or faculty.
- If you include open questions with open text answers, you may unfortunately also receive some inappropriate comments – again, please ensure that these are removed before sharing results.
For any questions, contact Yusuf Ozkizil, Project Manager - Student Engagement, Office of the Vice-Provost Education and Student Affairs.