Overview

  • There are three key sections of the SELT Report: Section A has student ratings of key aspects of a Unit, Section B has student ratings of key aspects of teaching practice for an individual staff and student comments on the teaching practice, and Section C displays student comments on the unit.
  • Survey results include quantitative data and qualitative data which is a collection of student responses to open-ended questions.

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Understanding key sections of a SELT Report What to do with student feedback?

Understanding key sections of a SELT Report

There are two types of survey data in a SELT report - the quantitative data resulting from the rating-type items (summarised on a Likert scale) and the qualitative data which is a collation of student responses to open-ended questions. Each Section provides important information to consider in your analysis of the student feedback data.

If the SELT survey includes more than one teacher for a unit (team teaching, lecturer and tutors), each staff member will receive a common report for Section A relating to unit aspects, and their individual report for Section B relating to the specific ‘teacher’. Section C of SELT questionnaire collects student comments (qualitative data) on unit aspects, and the collated comments are appended to each SELT report for the individual teacher. This type of report created for individual staff (containing results for all sections of the survey) also includes a summary of SELT survey results for the respective Faculty area which offers the unit.

The university-level summary for SELT survey data is available to all ACU staff (access requires staff to log on).

The top of the SELT report should look something like the following sample:
 SELT Report Header

The above Section indicates the unit information including the unit code, unit name and the teacher. It also specifies the survey period and importantly, shows you how many students have completed the survey out of the total enrolled in the unit.

The Tertiary Education Quality and Standards Agency (TEQSA) requires that overall response rate for an institution is 35% or more, for the purpose of considering the data as a reliable evidence of teaching and learning standards. To be able to make use of the statistical summary included with your survey report, it is important that the survey receives a sufficient response rate. A low response rate (especially in small classes) may be a biased sample to represent the whole group, however the views can be an accurate reflection of learning experience for those who provided the feedback.

The SELT report shows Interpolated Median or IM value (which is indicated as “Median” in the report) and semi-interquartile range (SIR) for each Likert item. These measurements are similar to more commonly known ‘mean’ (average) values and standard deviations. Read Interpolated Median and Semi‐Interquartile Range in Learning and Teaching Evaluation Reports to learn more. Student responses are placed on a Likert scale from 5 (strongly agree) to 1 (strongly disagree). The ideal is to get the IM value as close as possible to 5, which indicates that most students agree or strongly agree with the statement.

A visual example of likert scale is provided in following Section A and Section B explanations.

Students are able to provide feedback on their enrolled unit in the first part of SELT survey (Section A). As outlined above, if the SELT survey includes more than one teacher (team teaching or lecturer and tutors), each staff member will receive a common report for Section A relating to unit aspects.

In addition to reporting at the individual staff level, the SELT Section A only report (containing the survey results for Section A and Section C) is made available to relevant School and Faculty. Information from the SELT Section A only report is used in periodic quality assurance processes, including unit or course reviews.

The example below shows a summary of the responses to each rating-type item in Section A:

 SELT Summary of responses Section A

The Lecturer in Charge (LiC) or the National Lecturer in Charge (NLiC) of a unit may wish to seek feedback from students regarding a specific unit aspect that is not captured in the core items for Section A. If the LiC or NLiC of a unit had decided to include an optional item in Section A, students will view that item after the five core items, and a summary of their responses will appear after the above illustration. Further information regarding the optional item for Section A is available at SELT Section A Optional Item Guide (PDF, 319KB)

Section B of the SELT survey enables the students to provide feedback on the teaching of their lecturer or tutor for each unit. Once again, the students’ responses in relation to the first four core items are presented on the Likert scale (as shown in the example below).

 SELT Summary of responses Section B

Those teaching in a unit may wish to seek feedback from students regarding a specific teaching aspect that is not captured in the core items for Section B. If a teacher had decided to include an optional item in Section B, student responses to the additional item will appear after the four rating-type core items for Section B. Further information for optional item inclusion in Section B is available at SELT Section B Optional Item Guide (PDF, 343KB)

In addition to the rating-type items, students can provide comments to the following two open-ended questions:

  1. What were the best aspects to ‘Teachers Name’ teaching?
  2. Please provide suggestions to ‘Teachers Name’ for ongoing development of teaching quality?

Example below illustrates how students’ comments are presented in the SELT report.

 SELT Student comments

In addition to student feedback on unit aspects through rating-type items in Section A, students can comment (free text responses) on the units and are guided by the following three open-ended questions:

  1. What are the best aspects of ‘Unit Title’ that helped your learning?
  2. Please suggest how this unit can be improved?
  3. Any other comments?

The survey results (collated comments) are appended to each SELT report. An example of the results is shown below.

 SELT Student comments collated

What to do with student feedback?

Teachers should translate responses to surveys into tangible changes in unit design, content, delivery and/or assessment. Responding appropriately to feedback is a key element of an academic’s professionalism. Knowing how many or the extent of changes to implement is a concern, as is implementing unnecessary changes because of the need to appear responsive to student opinions.

The information provided in the SELT data forms only part of the necessary information for considering improvements to units. Ideally teaching staff should draw on a range of evidence, including peer and self-reflection, and current literature on effective learning and teaching.

Page last updated on 05/08/2024

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