University of Bath

Unit evaluation questions

See the questions that can be asked for standard academic, distance learning, placement, study abroad and combined placement and study abroad unit evaluations.

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 and four discretionary questions may be added for distance learning 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

Standard unit questions are applicable to most units delivered at the University. Students should be asked ten questions:

  • Five quantitative core questions
  • Three qualitative core questions.
  • 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 us to change to improve this unit?
8. Any other comments?

* Please note that question 2 should be repeated for each member of staff who makes a significant contribution to teaching on the unit. This may include Graduate Teaching Assistants, Lab Demonstrators, non-academic, external staff and others. Students may respond ‘Not Applicable’ to this question, to allow students to decline to answer for those staff who did not teach them.

Discretionary questions

Please choose two additional questions for each standard unit evaluation. Optional questions have been themed to assist with decision making. The Departmental Learning & Teaching Quality Committee should decide which two discretionary questions are asked, and who has responsibility for selecting them, for example Unit Convenors or Directors of Study.

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?

Further information

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.