Framework
Five principles of good SoTL practice for course feedback
A test for whether your course evaluation data can carry a teaching inquiry
A framework for lecturers, educational developers and quality staff who want to use course evaluation data as evidence for the scholarship of teaching and learning. It applies Peter Felten's five principles of good practice in SoTL to student feedback: focus on learning, context, sound method, partnership with students and appropriate publication. Use it before you design a feedback round you may later write up. Koji can help by collecting mid-course student explanations as short AI-moderated interviews.
What's in this framework
- Focus on student learning: Ask what students learned and how, not how satisfied they were. A rating rarely answers that.
- Ground it in context: Read results against what happened in this course, with this cohort, in this term.
- Use a sound method: Collect before and after a change, mid-course, and pair ratings with samples of student work.
- Work with students: Share the themes with the class and ask whether they recognise them.
- Make it appropriately public: Share it where others can review it, with ethics settled before you collect.
Use this image
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<a href="https://www.koji.so/visuals/sotl-five-principles-course-evaluation-evidence"><img src="https://www.koji.so/visuals/sotl-five-principles-course-evaluation-evidence/sotl-five-principles-course-evaluation-evidence.png" alt="Framework applying Peter Felten's five principles of good SoTL practice to course evaluation data, from a learning question to appropriately public results." width="1080" height="1080" /></a>
<p>Source: <a href="https://www.koji.so/visuals/sotl-five-principles-course-evaluation-evidence">Five principles of good SoTL practice for course feedback</a>, Koji</p>
