As you review the student responses, remember that their responses reflect not only the experiences they may have had in your class but also the challenges they were experiencing in their own lives. Remember that you did your best, and use the feedback as a starting point for understanding what happened this semester and thinking about your teaching options moving forward.
Reflecting on Student Responses
- What did students say went WELL. Why?
- What were the “pinch points” for students? Why?
A “pinch point” is a source of persistent challenge, frustration, or where students just tend to get bogged down despite our best efforts. Every course has pinch points. To learn more, please visit our page Identifying and Responding to Pinch Points.
- Based on student feedback, what aspects of remote teaching might positively enhance a flexibly designed course?
Other ways to view Forward FOCUS responses
You might consider graphing your quantitative responses on the Forward FOCUS. While you can view your responses within Moodle, below we highlight two ways you might visualize your responses by first downloading the responses into a spreadsheet and then creating charts.
By area of effective instruction. The first 8 questions on the Forward FOCUS assess five different areas of effective instruction: communication and transparency, learning supports, equity and inclusion, social presence, and engagement. By averaging your scores by area, you can more easily see your strengths in instruction.
Five areas of effective instruction with bar chart of averaged scores by area.
Ranking all quantitative responses. Professor Nick Tooker in Engineering shared his experiences and his anonymous student responses with the CTL. We generated this graph of all of his quantitative items (Questions 1-10, with modifications specific to course to assess the value of “group work” and “labs”), and he was able to see student responses in a new light.
Bar chart of all responses to quantitative items in descending mean order
Professor Tooker was gratified to see that students felt he was communicating clear expectations and supporting them to learn. They also valued his brief pre-recorded lectures and felt they know what content was critical to learn. Students also valued labs (a survey question the instructor added to his Forward FOCUS survey), and in the open-ended responses, students explained it was because the instructor was present to answer questions and the labs offered hands-on experience.
Here are Professor Tooker’s thoughts on viewing his responses this way compared to the Moodle view:
For perspective, [after viewing responses on Moodle] I got the indication that the labs were less useful and the lectures were more useful after going to remote teaching (not surprising given the nature of the labs), but I didn't fully appreciate how big the impact was. The bar chart really helped drive that home. The new takeaway for me is that I need to work harder on making distance learning labs relevant. It also drove home that I should continue with the lecture mode [of short videos in Voice Thread], as it seems to be working.
If you would like the CTL to create graphs for you like the ones above from your Forward FOCUS data, please email firstname.lastname@example.org for more information.
Schedule a consultation with the CTL to formulate a reasonable and actionable plan for the fall. Even if you think your solution is a technology one, it’s still good to do some “big picture” thinking in conjunction with CTL consultants as a first step.
Additionally, the CTL's Flexible Course (Re)Design module on Reflection provides a holistic approach to reflecting back on fall 2020 beyond FOCUS data and shares examples of faculty reflections and lessons learned. This module is the first of 5-part, self-paced resource for instructors. Subsequent modules focus on learning outcomes and course structure, engaging students online, assessment, and inclusive and equitable teaching.
Return to the Forward FOCUS main webpage