The following policy was approved by the Education Committee in June 2018. Papers EC.32.17-18 and SLEEC.21.17-18 relate.

1. Departments will normally undertake module evaluation on an annual basis. In the process, the following information should be considered:
• evaluation by the staff who teach the module,
• consideration of assessment outcomes,
• feedback from students during and/ or after the module, and
• feedback from staff peers where available (for instance from external examiners, peer observations, team teaching or programme leaders).

2. Student Module Feedback (SMF) has the following purpose:
• the enhancement of a module (and teaching),
• the provision of information for current and future students, and
• the need to inform accountability processes (such as accreditation by Professional and Statutory Bodies, funding bodies and subject peers).

3. Student Module Feedback is part of a wider student engagement context. Departments should involve student representatives in the process of module evaluation where possible and include feedback from student representatives and SSLCs and other routes when evaluating module effectiveness. Departments should also ensure they communicate to students how their feedback has been acted upon.

4. Departments are strongly encouraged to use Warwick’s common set of statements (as below) which are supported by a centrally supported online survey system based in Moodle. All information on the online, mobile and paper based survey tools and central data storage can be found here: 

1. Open question: Please name the one thing in the module which has had the most impact on your learning
2. Module content is delivered in an engaging way
3. Feedback (on work, in class, or other forms) received on the module enhances my learning
4. The module is well organised
5. Appropriate support is available to me throughout the module
6. The module offers an appropriate level of intellectual challenge

Departments can alter the examples of feedback in the third statement as appropriate.

5. SMF surveys should be undertaken in class, at the end of the module, ensuring that students can give their feedback anonymously.

6. Departments are asked to take into account core insights from researched student evaluation practices elsewhere when using SMF data for evaluation and publication:
a. Student module evaluation outcomes cannot be used as the only data indicating the effectiveness of a module. Evaluative remarks by those who deliver the module, assessment outcomes and other relevant data must be included when giving evaluation information.
b. Probationary staff data requires particular care in the context of publication. Departments are also encouraged to allow staff who are developing their teaching style and abilities additional confidentiality by not publicising data where this is deemed to be less reliable as an indicator for future module delivery.
c. Student evaluation patterns can be influenced strongly by the content or delivery mode used and such context must be taken into account when evaluation data is used (for instance controversial social, cultural or political topics, innovative delivery of a module within an otherwise traditionally-delivered programme, unusual contextual circumstances such as unplanned staff absence, student group disagreement, strikes, or the first-time use of novel teaching methods)
d. Research shows that survey respondents are prone to human bias which may include prejudice. The current research literature regarding student surveys of teaching performance suggest that results can include bias relating to gender, ethnicity, personality traits, the perceived status of staff, subject discipline and modes of delivery. Such effects must be considered when evaluating or publicising data. Departments are encouraged to work with their student representatives and their staff on establishing practices for evaluation and publication of data that addresses any bias that is thought to have occurred.

7. Departments are also strongly encouraged to use SMF outcomes (qualitative and/or quantitative) as part of their module information provision for prospective students (for instance to inform module choice, or steer study behaviours).