Teaching and Educational Development Institute (TEDI)

Teaching and Educational Development Institute (TEDI)

by Trish Andrews -
Number of replies: 2
Hello everyone.

In the attachment I have provided a very brief overview of the organisation of the Teaching and Educational Development Institute (TEDI) at the University of Queensland in Brisbane, Australia.

I look forward to a lively discussion


In reply to Trish Andrews

Re: Teaching and Educational Development Institute (TEDI)

by Vivian Neal -

Welcome Trish,

Good to see you again, this time online.  It's impressive that your institution has devoted a section of your T&L institute to evalution, giving this aspect of teaching and learning activities a higher profile. I took a look at your Webpages and the third point in the Web page description of Evaluation Services is "closing the loop" to ensure that findings are  "used to maintain standards and to improve performance in the search for teaching and learning excellence."  In other situations I have heard that evaluation findings largely do not get used in practice, and though many pilots, programs, and initiatives are evaluated with enthusiasm and good intensions, the results are typically not feed back into practice.

I'm curious about what mechanisms and processes are used in the Evaluation Services section that help to ensure that the loop is actually closed?

In reply to Vivian Neal

Re: Teaching and Educational Development Institute (TEDI)

by Trish Andrews -
Hi Vivian.

Good to see you again too.

There are quite formal evaluation processes in place in the university - things like student experience questionnaires, iCevals, etc. Feedback is provided formally on these evalutions to the teaching and learning committees of the appropriate faculties and schools. Where there are apparent weaknesses, processes are put in place to address this. Faculties and schools put plans and strategies into place and these are evaluated in the next round to see if changes/improvements etc have been successful. It is not a perfect sytem, but there is increasingly a culture of understanding that feedback needs to be addressed in some concrete way, both positive and negative feedback.

On a less formal note, there is considerable emphasis on providing feedback on assessment items as part of courses. This includes looking carefully at assessment practices to ensure that appropriate feedback is given to students in an appropriate time frame. Again there are difficulties with this, but the culture is gradually changing and 'closing the feedback loop' is becoming more common.