The PolyU Student Feedback Questionnaire (SFQ) System

  Understanding the Nature and Limitations of Student Feedback on Teaching  
  [Last modified January 2007]  
     
  Table 1: Criteria/evidence that students used in making ratings on the item "The staff member's method of teaching has helped my understanding"  
 
The staff member's method of teaching has helped my understanding
Reasons for high ratings
Reasons for low ratings

Students' subjective feeling that they can understand the subject matter/ follow the teaching (24)

Teacher able to explain/express ideas clearly (19)

Teacher giving useful, real-life examples in teaching (16)

Teacher implementing student-centred activities that stimulate students to participate and think (13)

Teacher well-prepared, providing useful notes / learning materials (11)

Teacher conscientious and enthusiastic towards teaching, showing care and concern for student learning (10)

Teacher being systematic and organised in teaching (8)

Students' subjective feeling that they can gain something useful from the teaching/ able to apply or master the subject knowledge (6)

Teacher using a variety of methods /audio-visual aids in teaching (6)

Teacher able to make students see the reasoning behind theories (3)

Teacher able to develop a class atmosphere conducive to learning (2)

Students' subjective feeling that they cannot understand the subject matter/ follow the teaching (17)

Teacher just talking/ reading out notes in class (13)

Teacher giving disorganised, confusing presentations (10)

Teacher not serious nor enthusiastic towards teaching / not care if students understand or not (10)

Teacher not receptive to students' views or difficulties (7)

Teacher having poor presentation skills, unable to explain/ express ideas clearly (6)

Poor preparation and content, poor notes and/or overhead slides (5)

Teacher unable to relate to real-life situations (2)

Students' subjective feeling that they can gain nothing / only superficial learning (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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  Table 2: Criteria/evidence that students used in making ratings for the item "The staff member encouraged active participation in class."  
 
The staff member encouraged active participation in class
Reasons for high ratings
Reasons for low ratings

Teacher giving in-class tasks that encourage students to discuss and present ideas (25)

Teacher asking students questions in class (22)

Teacher taking active steps to find out students' difficulties in understanding, and providing chances for them to ask questions (19)

Teacher able to get students to participate, e.g., by inviting them by names to answer questions (12)

Teacher encouraging students to express their views in class (9)

Teacher able to stimulate students to think (9)

Teacher using active learning methods that motivate students to participate (6)

Other students appeared to be attentive and actively involved in class (6)

Teacher having an open and friendly manner, and receptive to students' questions /answers (5)

Teacher encouraging students to attend the lecture/tutorial sessions (5)

Teacher giving 'breaks' for students to think and ask questions (3)

Useful discussion and feedback in class, learn something useful (3)

Teacher encouraging students to get help from him/her after class (2)

Students feeling of being motivated to learn more after class (2)

Teacher just talking, seldom asking students to discuss or express views (23)

Teacher asking questions but students were not interested /motivated to participate (15)

Discussions or tasks not useful /with no teacher feedback (9)

Difficult to achieve in mass lecture situations (7)

Teacher showing negative reactions to students' questions, e.g. showing impatience, mock at students' mistakes, etc. (6)

Teacher just asking students casually to ask questions if they have any problems (3)

Poor social relationship and atmosphere in class (3)

Teacher not caring if students are attentive /involved in class (3)

Teacher seeming not enthusiastic or able to help when students have questions (2)

Teacher 'forcing' students to participate by giving marks for participation or answering in-class questions (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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  Table 3: Criteria/evidence that students used in making ratings for the item "The staff member provided appropriate help for students with learning difficulties"  
 
The staff member provided appropriate help for students with learning difficulties
Reasons for high ratings
Reasons for low ratings

Teacher willing and enthusiastic, making positive efforts to help students even when they are busy (29)

Teacher able to explain clearly/ provide useful hints or suggestions for students to deal with their problems (19)

Teacher available outside class, easy to contact staff for help (16)

Teacher answering students' questions outside class when asked (13)

Teacher actively identifying students with difficulties and providing them with extra help (7)

Teacher responding to students' questions promptly and seriously (3)

Teaching being patient and helpful when answering students' questions (3)

Teacher providing opportunities for students to ask questions in class (3)

Teacher encouraging students to approach them for help when needed (2)

Teacher showing care and empathy for students' with problems (2)

Teacher not able to answer students' questions clearly, unable to give useful guides or suggestions to students to solve their problems (18)

Teacher not willing or interested to help students, giving half-hearted help (14)

Students seldom/ never approached the teacher for help (13)

Teacher turning students away /not willing to answer students' questions even when asked (7)

Student feeling that the teacher might not be willing or able to help (5)

Teacher leaving it entirely to the students to take the initiative to ask (5)

Teacher scolding students for being inattentive, lazy, or stupid when they have difficulties (4)

Teacher not caring / knowing if students have difficulties (4)

Teacher being less helpful (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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  Table 4: Criteria/evidence that students used in making ratings for the item "The staff member presented the subject materials clearly"  
 
The staff member presented the subject materials clearly
Reasons for high ratings
Reasons for low ratings

Students' subjective feeling of being able to understand the subject matter/ follow the teaching (24)

Same criteria as Item 1 (19)

Teacher able to explain/express ideas clearly (17)

Systematic and organised presentation (14)

Teacher giving useful, real-life examples (11)

Teacher highlighting and focusing on main points (10)

Teacher providing useful/ well-organised handouts (7)

Teacher well-prepared (7)

Teacher using a variety of aids and resources to aid understanding (6)

Students' feeling of having learned something new/ useful (4)

Teacher using Chinese to aid explanation when needed (4)

Teacher linking knowledge (2)

Teacher presenting materials at a level appropriate for students (2)

Lively presentation (2)

Useful content (2)

Students' subjective feeling of not being able to understand/ follow the teaching (13)

Teacher just reading out from textbooks/ notes (11)

Poorly-organised/ confusing presentation (6)

Students having difficulties in understanding because of the strong accent of the expatriate staff (6)

Content too superficial/ not useful (5)

Poor disorganised handouts (4)

Teacher not able to express ideas clearly (3)

Boring presentation (3)

Materials not relating to real-life situations (3)

Teacher insensitive to students' problems or difficulties (3)

Poor irrelevant examples (2)

Teacher with poor verbal skills (2)

Unclear expectations and/or assessment criteria (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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  Table 5: Criteria/evidence that students used in making ratings for the item "The staff member's teaching stimulated my interest in the subject"  
 
The staff member's teaching stimulated my interest in the subject
Reasons for high ratings
Reasons for low ratings

Teacher giving individual comments on students' performance in tests / submitted work (22)

Teacher giving students regular tests or assignments to test understanding (20)

Clear teaching schedule and objectives for students (7)

Teacher asking students questions in class on what has been learned before to check understanding (6)

Teacher encouraging students to work according to schedule (4)

Teacher showing interest in students' progress (3)

Teacher giving just a mark or grade on assignments or tests without any comments or feedback (9)

Few assignments or tests given (7)

Students' feeling of making no progress in learning because of not understanding the subject matter (5)

Students not knowing own progress (4)

Unclear about the teaching schedule (4)

Feedback too vague / not useful (3)

Long time lag in returning the marked assignments (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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  Table 6: Criteria/evidence that students used in making ratings for the item on "The staff member gave me regular feedback on my progress"  
 
The staff member gave me regular feedback on my progress
Reasons for high ratings
Reasons for low ratings

Teacher giving individual comments on students' performance in tests / submitted work (22)

Teacher giving students regular tests or assignments to test understanding (20)

Clear teaching schedule and objectives for students (7)

Teacher asking students questions in class on what has been learned before to check understanding (6)

Teacher encouraging students to work according to schedule (4)

Teacher showing interest in students' progress (3)

Students' subjective feeling that they cannot understand the subject matter/ follow the teaching (17)

Teacher just talking/ reading out notes in class (13)

Teacher giving disorganised, confusing presentations (10)

Teacher not serious nor enthusiastic towards teaching / not care if students understand or not (10)

Teacher not receptive to students' views or difficulties (7)

Teacher having poor presentation skills, unable to explain/ express ideas clearly (6)

Poor preparation and content, poor notes and/or overhead slides (5)

Teacher unable to relate to real-life situations (2)

Students' subjective feeling that they can gain nothing / only superficial learning (2)

Notes:
1. The numbers in brackets represent the number of times the reason appeared in students' responses
2. Only items with number of mentions of more than one are included

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