As in previous years, in 2015/2016, the internal evaluation of Teaching Quality maintained as a methodological basis the application of a survey to the students, at the end of the academic year, regarding the curricular units’ performance. Students were asked to give their point of view on questions related to the contents and objectives of the curricular units; the teaching and assessment methods pursued; the available resources and the way they can improve the learning process and, finally, related to the student’s perception in terms of overall satisfaction regarding each curricular unit.
The following brief summary provides an overview of the main survey results. Further detailed information can be found in NOVA’s Annual Global Report – academic year 2015/2016.
In 2015/2016, 2726 curricular units have been surveyed at NOVA (Chart 1) and, over the past four years, there has been a significant increase in the number of students taking part in the survey (Chart 2). Concerning the response rate, there is a clear sign, in the three levels of study, of how much effort has been put into increasing the students’ participation. The slight decrease in the response rate among integrated masters and second cycles was experienced only last year.
The analysis carried out concerning the curricular units was based, on the one hand, on the ones that presented problems (with an evaluation of 2,9 or less on a scale of 1 to 6) and, on the other hand, on those that have shown significant positive results in terms of students’ overall satisfaction (positive score ≥ 5 on the same scale).
The curricular units with problems are less than 10% in the three levels of study (Chart 3), being the feedback on progress the most commonly reported problem. Several curricular units revealed significant positive results regarding overall satisfaction, especially at master’s level study (Chart 4).
Overall, 4% of the curricular units have shown problems considering the number of curricular units currently operating in the academic year 2015/2016 and 25% were rated with high overall satisfaction (Chart 5).
To continuous enhancement of the quality of the student experience, an additional analysis was undertaken, using a correlation coefficient to quantify the relationship between students’ overall satisfaction with the curricular unit and the main factors affecting that perception. Contribution of teaching methodologies to learning emerged as the most relevant factor when it comes to assess the curricular unit’s performance. Conversely, feedback on progress is a much less key factor within this dynamic.