OXFORD BROOKES UNIVERSITY: School of Health and Social Care
‘SPOT’ analysis – a way of providing constructive module feedback at subset/set
level – hand in to set facilitator & thank you for your co-operation.
STRENGTHS of the module (teaching & learning experience & resources, contents &
organisation)
Rank in order of consensus
1.
2.
3.
POSSIBLE IMPROVEMENTS (constructive suggestions/ideas for developing
teaching & learning experience, resources, contents & organisation)
Rank in order of consensus
1.
2.
3.
OPPORTUNITIES (benefits of being with students from other professional
programmes, working in subsets)
Rank in order of consensus
1.
2.
3.
THREATS (drawbacks or challenges of being with students from other professional
programmes, working in subsets)
Rank in order of consensus
1.
2.
3.
What constructive advice would you give a student taking this module next academic
year? (Brief statement)
Partnerships in Practice 1: Semester 1 – 2004/05
OXFORD BROOKES UNIVERSITY: School of Health and Social Care
Instructions for set facilitators:
This ‘SPOT’ analysis is based on a SWOT analysis and it a way of capturing student
feedback particularly on the group/subset experience.
Ask students to think on their own initially under the SPOT categories
In subsets, collate feedback and agree on the three most common /pervasive themes
under each category.
Ask each subset to prepare a constructive statement for next year’s students – we
can use these for module handbook or WebCT, so will come into public domain.
If possible, then ask the subsets to collate this onto one final set ‘SPOT’ analysis –
this means we end up with 15 feedback sets.
Other opportunities for more individualised/more detailed group process feedback
pending & in process of being developed.
Partnerships in Practice 1: Semester 1 – 2004/05