Unit evaluations
Each semester the University asks all students to complete unit evaluations about their course.
Core questions have been agreed for all units. Two additional discretionary questions may be added to unit evaluation surveys for standard academic, placement, study abroad and combined placement and study abroad unit evaluations. Four discretionary questions may be added for distance learning or professional doctorate unit evaluations. All core and discretionary questions are listed below.
See our guide for staff for further information about unit evaluations including survey dates, encouraging constructive feedback and sharing results with students.
Questions for standard units
The standard unit questions are applicable to most units delivered at the University. The the option to add up to two discretionary questions.
The standard template will see students asked up to ten questions:
- Five quantitative core questions
- Three qualitative core questions
- Up to two discretionary quantitative questions, to be chosen by the department
| Core questions (quantitative) |
| 1. I can see how this unit contributes to my overall programme of study. |
| 2. The teaching was effective in helping me learn. |
| 3. It was clear to me what criteria would be used to assess my work before assessment took place. |
| 4. I found the resources (e.g. those available by Moodle, lecture notes etc.) supported my learning. |
| 5. Overall, I am satisfied with the quality of the unit. |
| Core questions (qualitative, open text questions) |
| 6. What works well on this unit? |
| 7. What would you like to us to change to improve this unit? |
| 8. Any other comments? |
Discretionary questions
| FEA - Feedback and Assessment |
| FEA1 - Marking and assessment has been fair. |
| FEA2 - I received helpful feedback on my work. |
| FEA3 - In the unit assessment(s), I had the opportunity to demonstrate what I learned. |
| FEA4 - The method of assessment was appropriate. |
| LE - Lectures |
| LE1 - I found the lectures clear and comprehensible. |
| LR - Learning Resources |
| LR1 - I was able to improve my understanding by working through the worksheets. |
| MI - Miscellaneous |
| MI1 - The tutorials on this unit were effective in helping me learn. |
| MI2 - The unit has a strong relevance to the business context. |
| MI3 - This unit encourages critical thinking. |
| MI4 - I was able to contribute and participate fully in my group's work. |
| MI5 - I have had the right opportunities to work with other students as part of this unit. |
| PR - Practicals |
| PR1 - The laboratory was well equipped and organised. |
| PR2 - Demonstrators were effective. |
| PR3 - Clear and effective instruction was given on how to conduct practical sessions. |
| PR4 - Clear and effective instruction was given on how to do field work. |
| PR5 - The technical staff were helpful. |
| PR6 - The postgraduate demonstrators were helpful. |
| PR7 - I found the practicals clear and comprehensible. |
| PR8 - I was given sufficient health and safety information to carry out the experiments safely. |
| PR9 - Workshops were informative. |
| RE - Reflective |
| RE1 - The workload on my course has been manageable. |
| RE2 - I believe that I achieved the learning outcomes of this unit. |
| RE3 - This unit has challenged me to achieve my best work. |
| RE4 - The unit is intellectually stimulating. |
| RE5 - My professional and academic aims in taking this unit have been met. |
| RE6 - The unit content is relevant to my professional practice. |
| SE- Seminars |
| SE1 - During the sessions there was an appropriate balance between tutor input and student participation. |
| SE2 - I found that the classes supported my understanding of the lecture material. |
| SE3 - The sessions were well prepared and organised by the tutor(s). |
| TE - Teaching |
| TE1 - I have appropriate opportunities to give feedback on my experience. |
| TE2 - I have received sufficient advice and guidance in relation to this unit. |
| TE3 - I have been able to contact staff when I needed to. |
| UN - Unit |
| UN1 - The level and quantity of taught material was appropriate. |
| UN2 - I found the unit relevant to my academic needs. |
| UN3 - There was an appropriate balance between reading/ reference materials and student activity (e.g. questions, tasks, reflections). |
| UN4 - The aims and learning objectives of this unit were met (see the unit description). |
| UN5 - The unit had a clear and coherent structure. |
| UN6 - The unit drew usefully on relevant research. |
Questions for distance learning units
Students should be asked the following eight core questions:
| Core questions (quantitative) |
| 1. I can see how this unit contributes to my overall programme of study. |
| 2. The online delivery, environment and resources for this unit were effective in helping me learn. |
| 3. It was clear to me what criteria would be used to assess my work before assessment took place. |
| 4. I found the Distance Learning resources (e.g. those available on Moodle, wikis, reading lists, online lectures, questions and activities) supported my learning. |
| 5. Overall, I am satisfied with the quality of the unit. |
| Core questions (qualitative, open text questions) |
| 6. What works well on this unit? |
| 7. What would you like us to seek to change to improve this unit? |
| 8. Any other comments? |
| Discretionary questions |
| Please choose up to four additional questions for each distance learning unit evaluation. |
| 1. Interaction with other students and tutors, for example through online discussions, helped to support my learning. |
| 2. Online facilitation (for example through tutor support) focused my learning. |
| 3. The content of the Distance Learning materials was at the appropriate level. |
| 4. The Distance Learning materials were clear and well organised. |
| 5. The Distance Learning unit tutor was accessible and supportive throughout the unit. |
| 6. I was able to find clear information about what to study and when. |
| 7. The Distance Learning materials were organised in such a way to structure and develop my learning. |
NOTE: All Distance/Online Units will also have access to the full set of discretionary questions used for standard academic units. Unit convenors will be able to select up to four questions from the standard academic unit discretionary questions and/or the distance-learning specific discretionary questions.
Questions for placement units
Students should be asked the following eight core questions:
| Core questions (quantitative) |
| 1. I am satisfied with the support I received from the University of Bath whilst finding and preparing for my placement. |
| 2. I am satisfied with the support I received from the University of Bath whilst on placement. |
| 3. The assessment methods (for example POLO forms, reflective assignments) used in my placement unit were appropriate and useful for my personal development. |
| 4. I am satisfied with the level of feedback (for example through placement visits, assignment feedback etc.) I received from the University of Bath on my placement assignments. |
| 5. My placement has helped me to equip myself for my future career and/or further academic studies. |
| Core questions (qualitative, open text questions) |
| 6. What worked well for you in the support the University of Bath provided for you before, during and after your placement? |
| 7. What would you like us to change regarding the support the University of Bath provides for your placement experience? |
| 8. Any other comments? |
Questions for study abroad units
Students should be asked the following seven core questions:
| Core questions (quantitative) |
| 1. I am satisfied with the support I received from the University of Bath when securing a place at an overseas university and preparing for my study abroad. |
| 2. I am satisfied with the support I received from the University of Bath during my study abroad. |
| 3. My study year abroad has helped me equip myself for my further academic studies and/or career. |
| 4. The reflection reports helped me to record my activities and reflect on my development during my year abroad. |
| Core questions (qualitative, open text questions) |
| 5. What worked well for you in the support the University of Bath provides for your study year abroad? |
| 6. What would you like us to change regarding the support the University of Bath provides for your study year abroad? |
| 7. Any other comments? |
Questions for combined placement and study abroad units
Students should be asked the following eight core questions:
| Core questions (quantitative) |
| 1. I am satisfied with the support I received from the University of Bath whilst finding and preparing for my work placement/study year abroad. |
| 2. I am satisfied with the support I received from the University of Bath whilst on work placement/study year abroad. |
| 3. The assessment methods (for example POLO forms, reflective assignments) used were appropriate and useful for my personal development. |
| 4. I am satisfied with the level of feedback (for example through placement visits, assignment feedback etc.) I received from the University of Bath on my work placement assignments. |
| 5. My work placement/study year abroad has helped me to equip myself for my future career and/or further academic studies. |
| Core questions (qualitative, open text questions) |
| 6. What worked well for you in the support the University of Bath provided for you before, during and after your work placement/study year abroad? |
| 7. What would you like us to change regarding the support the University of Bath provides for your work placement/study year abroad experience? |
| 8. Any other comments? |
Questions for professional doctorate units
Students should be asked the following twelve core questions:
| Core questions (quantitative) |
| 1. The academic sessions at the start of the unit (either in-person or from a distance) helped me achieve the unit’s learning outcomes. |
| 2. The academic sessions/support subsequent to those at the start of the unit helped me achieve the learning outcomes of the unit. |
| 3. The organisation of the unit has provided me with opportunities to participate e.g., ask questions, give responses, solve problems, discuss ideas, contribute ideas, etc. |
| 4. During the sessions there was an appropriate balance between tutor input and student participation. |
| 5. It was clear to me before assessment took place what criteria would be used to assess my work. |
| 6. I have received appropriate guidance for my assignment from my tutor/supervisor. |
| 7. Overall, I am satisfied with the quality of the unit. |
| Core questions (qualitative, open text questions) |
| 8. What works well on this unit? |
| 9. How has the unit helped establish cohort building with colleagues within the unit and across the course? |
| 10. How have the resources (e.g., those available on Moodle, wikis, reading lists, activities, Library) supported (or not) your learning |
| 11. What (if anything) would you like us to change to improve this unit? |
| 12. Any other comments? |
| Discretionary questions |
| Please choose up to four additional questions for each professional doctorate unit evaluation. |
| 1. How has interaction with other students and tutors helped to support your learning? |
| 2. To what extent has the unit been intellectually stimulating and challenging? |
| 3. How useful has the unit been to your career, and how have you been able to apply the knowledge you have gained? |
| 4. Has the workload on this unit has been manageable (include suggestions as to how to fit around your career, etc.)? |
These question sets have been developed through cognitive testing and consultation with staff and students. We have standardised the scoring system to reflect that used by the National Student Survey (NSS) and the Postgraduate Taught Experience Survey (PTES) to allow us to provide greater analytical consistency across surveys.
You may notice that some of the questions share wording with those asked in annual University student surveys such as the NSS and PTES. This is to aid in comparison and build consistency in data sets.
We will continue to review the questions. If you have any comments or queries, please send them to the Student Engagement team at studentengagement@bath.ac.uk.