SETU and units

SETU

As noted above, SET-type instruments are used to collect data for range of uses, including the improvement of teaching and learning. SET instruments are typically simpler than CEQ-style instruments, meaning that the data collected is less sophisticated and less encompassing of the entire student experience – even the CEQ (in its various forms) does not claim to represent the entire student experience. Few SET instruments can claim the same level of reliability and validity as the CEQ – the CEQ is one of the most extensively researched survey instruments ever, and it collects data from a comparatively large population group. The advantage of SET instruments is that they can complement CEQ results with data that are specific to a particular unit and/or academic staff member. The following notes limit themselves primarily to issues related to the Deakin SETU instrument – that is not to suggest that 'good teaching' is solely defined by SETU items, and that SETU item ratings are not influenced by factors not currently included in the SETU instrument.

The Deakin SETU instrument in use commencing semester 2 2006 contains the following items:

1. This unit was well taught.
2. The course materials in this unit were of high quality.
3. The workload in this unit was manageable.
4. Requirements for completing the assessment tasks in this unit were clear.
5. The teaching staff gave me helpful feedback.
6. The library resources met my needs for this unit.
7. I would recommend this unit to other students.
8. The technologies used to deliver the online content in this unit performed satisfactorily.
9. The online teaching and resources in this unit enhanced my learning experience
10. This unit challenged me to learn (item added 2010).
(For each nominated unit teacher)
[Name] I was satisfied with the quality of teaching from this teacher in this unit.
Please provide any comments on the teaching of this unit by this teacher.
(Open-ended comments)
What were the best aspects of your unit?
What aspects of your unit were most in need of improvement?

Other than for the open-ended comment items, respondents are asked to express their agreement with the items on a six-point scale with the labels and corresponding numerical values of 1/strongly disagree, 2/disagree, 3/neutral, 4/agree, 5/strongly agree and a NA point is included to allow students to validly respond to an item that does not apply to them in the unit being evaluated. Some additional instructions are included for specific items to provide a more detailed context for the interpretation of the item statement. Currently, SETU item rating data is reported using the following descriptive statistics:

• number of responses;
• mean response;
• standard deviation of mean;
• percentage agree or strongly agree;
• percentage disagree or strongly disagree; and
• difference between agreement and disagreement.

Written student comments separated by SETU item are also provided. Where more than one unit teacher has been nominated for inclusion in SETU, separate results for items applying to each teacher are also provided. In addition, the descriptive statistics for the first ten SETU items (plus response rate information by campus) are available for interrogation by all Deakin staff and students via the Planning Unit SETU web site. The Deakin SETU instrument has evolved over time, and may change again in the future - it would pay to be familiar with the current version of the instrument.

Activity

In addition to the ten SETU items listed above, are there any other aspects relating to the learning resources and teaching that you think have an important influence on student learning outcomes within a particular unit? What are they?

Forward to: Using SETU results