Interpret teaching evaluation surveys

Your teaching evaluation score reflects the overall quality of your students' experience with your teaching practice. The score comes from four teaching evaluation items derived from the annual QILT national Student Experience Survey data which, through careful analysis, have emerged as a sound measure of students’ satisfaction with teaching.

The four items work together as a whole to provide an overall measure of students’ satisfaction with teaching. The average of students’ responses produces an overall student satisfaction score from 1 to 100. The higher the score, the higher the satisfaction, and the more likely it would be that students would have perceived that they experienced the full range of practice that constitutes effective teaching.

Your score places your teaching in one of four bands, each representing a different level of teaching effectiveness as experienced by your students.

Use the band descriptions below to understand what your score means and how to investigate further:

Colour key	Band	Current practice
	Very High (≥ 85)	Students experience responsive teaching where clear explanations, intellectual stimulation, and actionable feedback work well together. They feel that feedback directly improves their work and deepens understanding. Teaching is perceived as using sophisticated approaches that engage students with challenging ideas and advance their learning. Opportunities for further enhancement can be considered if thought to be relevant and productive.
	High (65-84)	Students feel educators are paying attention to their learning, and may be providing consistently clear explanations on their work. They perceive that teaching effectively supports student understanding and provides guidance. Minor gaps may persist in intellectual challenge or feedback depth, but these do not disrupt the overall positive learning experience. At this level, teaching is functioning effectively. Ongoing improvement can further strengthen impact.
	Medium (35-64)	Students feel educators are paying attention to their learning, with generally clear explanations of coursework and assessment. Basic teaching elements may support understanding, but students may feel that intellectual stimulation and developmental feedback on their work remains limited. Making improvement to your teaching approach is encouraged.
	Low (≤ 34)	Students perceive inconsistent attention to their learning needs. They may feel that explanations lack clarity, intellectual engagement is limited, and feedback on work is minimal or unhelpful. At this level, students may struggle to understand content and may not feel adequately supported. Gaining support to review your teaching approach is encouraged.

Suggested actions for future practice in each band:

Importantly, this quantitative data needs to be read alongside specific unit qualitative comments from the unit for a more rounded understanding of student feedback.