UCL Department Medical Physics & Biomedical Engineering – Teaching Evaluation Questionnaire
Date
Lecturer:
Module codes and title:
Roughly what percentage of lectures did you attend? (Circle as apppropriate):
<70%
Did you feel your pre-university education, or previous modules had adequately prepared you to embark on this
module? (Circle as appropriate) If NO, please give overleaf some idea of the deficiencies:
70-90%
>90%
Yes
No
In the block below, please tick a box in each row. Additional comments (please write them overleaf) would be very welcome.
0
1
2
3
4
What is your overall view of the part of the module handled by this
lecturer?
Very poor
Very good
Were the aims of this part of the module made clear?
Not at all
Very well
Were the assessment criteria made clear?
Not at all
Very well
How was the verbal presentation of the lectures?
Very poor
Very good
How was the visual presentation of the lectures?
Very poor
Very good
How stimulating were the lectures?
Not at all
Very
How sympathetic was the lecturer to questions?
Not at all
Very
How easy was it to get material related to the module
(Moodle, lecture notes etc)?
Very hard
Very easy
Was the lecturer available for consultation?
Not at all
Readily
How helpful/available were the recommended texts?
(Please explain overleaf)
Not at all
Very
How was the quality of the feedback provided on formative
assessment (questions in class, discussions, exercises etc)?
Very poor
very good
How was the quality of the feedback on summative assessment
(coursework and other elements contributing to your final mark)
Very poor
very good
How quickly (on average) was coursework/other summative
assessment returned (leave blank if no summative assessent)
(tick as
1 week
appropriate) or less
2
weeks
3
weeks
4
weeks
>4
weeks
IF UNSATISFIED WITH OUR FEEDBACK, PLEASE PROVIDE COMMENTS OVERLEAF ON THE ADDITIONAL INFO YOU WOULD LIKE TO RECEIVE
In the block below, please tick a box in each row. NOTE THAT, UNLIKE IN THE BLOCK ABOVE, AN IDEAL SCORE WOULD BE A TICK
IN THE CENTRE COLUMN. Additional comments (please write them overleaf) would be very welcome.
-2
-1
0
1
2
How much material was there in the module?
Too little
Too much
How did you find the starting standard?
Too low
Too high
How difficult was the module material?
Too easy
Too hard
how was the balance between formative (=not counting towards final
mark) and summative (=counting towards final mark) assessment?
too much
formative
too much
summativ
e
How difficult was coursework/other summative assessment?
(If there was none, leave blank)
Too easy
Too hard
were opportunities for formative assessment provided?
Too few
Too many
-2
For indication only:
Although these might not be triggered directly by the lecturer, our
modules are designed to provide opportunities for self reflection and
peer learning. This means that the way in which our lectures are
delivered should encourage you to a) reflect individually and b)
discuss with your peers whether you are grasping the basic
concepts, following the module effectively, etc. If you tick -1/-2,
please write down what else you think would facilitate this on the
back of this form.
-1
0
1
Too few
2
Too many
Please return this form to the lecturer or to the Department of Medical Physics and Biomedical Engineering Reception office (2nd Floor MPEB). Your suggestions will be
included in our annual review of teaching in June when staff assess the year’s teaching and consider possible improvements for future years.
PLEASE TURN OVER FOR IMPORTANT INFO ON FEEDBACK
UCL Department Medical Physics & Biomedical Engineering – Our policy on feedback:
Feedback is an absolutely key part of our teaching: we always strive to provide feedback of the highest
possible quality. You should however note that, while “formal” occasions to provide this might be limited (e.g.
when coursework is returned), there are many other occasions to provide high quality feedback, prompted by
the lecturer, or by your questions.
Examples include, but are not limited to:
the lecturer asks you to do an exercise on your own, then this is discussed in class;
the lecturer begins the lecture by asking the class “anything unclear from the previous lecture?”
Even more simply, it might arise from any question you might have! These can relate to the subject being
discussed in class at that very moment, or at any previous time, or to an exercise you have found in a textbook
and tried to solve. Questions can be answered in class, in one-to-one meetings, or through meetings in small
groups. The lecturer will not say “no”: we are here to help. Moreover, in this Department we have academic
tutors for all students, which are there precisely to provide additional help and feedback.
This ties into the concept of formative assessment: all exercises, problems you are asked to solve, or topics you
are asked to explore independently, without the outcome counting towards your final mark. Any form of
assessment that contributes to your final mark is referred to as summative assessment.
Space for additional comments: