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Teaching and Learning Centre

Mid-semester-online-ctle-faqs

What is the difference between the end-of-semester paper-based CTLE and the new mid-semester online CTLE?

  • The end-of semester paper-based CTLE is primarily for evaluation The mid-semester version is for enhancement of teaching and learning, so that the individual faculty members can get feedback on their own teaching and to take appropriate actions to improve if necessary.

 

Who has to do the mid-semester online CTLE?

From the 2017-18 academic year, every section of every course which is subject to the paper-based end-of-semester CTLE is also now required to also use the mid-semester online CTLE at least once during every semester.

  • For courses with multiple sections: each section should have its own CTLE conducted. However, if a teacher teaches several sections of the same course with the same contents and delivery for each section, then those sections can be merged for the purposes of the mid-semester CTLE. Otherwise, each section should have its own CTLE.
  • For courses with separate lectures and tutorials: it is section-based, so the CTLE only needs to be completed in each tutorial session. If the same teacher is teaching both lectures and some tutorials, then that teacher can choose whether to conduct the CTLE in just the tutorial sections, or in both lecture and tutorials.

 

I am from LIFE. Do I have to do the mid-semester online CTLE?

The requirement is only for UGC-funded programs. However if you are using Moodle then the Questionnaires and Question Banks are available for you to use if and when you choose to.

 

Who sees the CTLE feedback report?

Each faculty member’s CTLE reports are confidential, and only to be shared if that faculty member voluntarily agrees to share it.

 

Who will be checking who has completed it?

Each Department will be responsible for ensuring their own faculty members have fulfilled the requirement. The Departments may request a report from ITSC to find out whether or not their faculty members have fulfilled the requirement.

 

When should I conduct it?

  • It must be completed by the end of the 9th week of a regular semester, or the 4th week of a summer semester. However it is recommended that it be conducted earlier in the semester, so teachers have time to reflect on and respond to the feedback during the semester.
  • If it is assigned to the students in out-of-class time, this may give students more time to give detailed feedback. On the other hand, if it is assigned in class time, the response rate may be better.

 

Which questions/questionnaire should I use?

  • The most highly recommended Questionnaire for mid-term purposes is the first one, labeled ‘Mid-Semester Questionnaire’. It is a ready-made questionnaire on teaching and learning enhancement with 6 questions. No selecting or editing is necessary.
  • If you would prefer to select from a question bank, try the ‘TOTAL Teacher Program Question Bank’. Note: instead of selecting the questions you want, you need to delete the questions you don’t want. You may also like to change the wording of the time frame of some of the questions.
  • You may also make up your own questionnaire, or add your own questions to an existing question bank.
  • You may also choose to use the online version of the paper-based CTLE Questionnaire if you like. Note that you cannot delete questions from this Questionnaire; if you use this one, students will need to complete the whole questionnaire.

 

How do I get the results back?

The collated students’ feedback can be downloaded for viewing. Check Step 10 in the Technical Guide.

 

How can I respond to all the feedback?

It is not possible to respond to every piece of feedback. Just find a few main themes in the feedback as a whole, and focus on one (or more) of these to reflect on what possible adjustments could be made in your classroom to help address those issues.

 

For more advice on how to choose or write appropriate questions, administer the questionnaire, analyse and respond to the data, go to Teaching Guide How to make the best of student feedback’