The importance of course feedback has grown strongly at Metropolia. The amount of feedback you receive will have an impact on the amount of funding Metropolia receives. In some schools (“faculties”), a performance bonus has been introduced, whereby an individual teacher is paid a performance bonus based on the amount of feedback received on a course. For these reasons, the collection of course feedback from students has been undertaken, even by questionable means.
Students may have been told that giving feedback is mandatory and that they are not allowed to leave the learning space unless they have filled in a feedback form. It is also questionable to award extra points for completing the feedback form, inter alia because course feedback is anonymous and there is no way of proving whether the form has been completed or not. Furthermore, the “bribery” of the student with extra points is not based on a genuinely voluntary basis.
Feedback on the course should always be voluntary. Currently, many people do not give feedback because there are so many forms during the semester and they all ask broadly the same questions. Many also feel that giving feedback does not make a difference. Reasons include the fact that feedback is not reciprocated, so students do not know if they have even read it. Students further in their studies may also report that they have given feedback on the same course in the past, but no corrective action has been taken. This reinforces the idea that the feedback is irrelevant. On the other hand, many students may also think that the feedback is no longer relevant to them because the course is now over for them. METKA regularly reminds students of the importance of course feedback and points out that students in an earlier stage of their studies can be future colleagues.
However, METKA would like to remind degree programmes and teaching staff in particular that no one can be forced to give feedback, and no one can be rewarded or punished for giving or not giving feedback. Instead, attention should be paid to the root causes. For example, is the feedback form too heavy? Is there time set aside to complete the feedback form, for example as part of the last lecture? Has the feedback been answered in the past or have corrective measures been taken in response to the feedback? At the latest in the next implementation, have you discussed with the students what feedback has been received and what changes have been made to the new implementation as a result?
Metropolia has clear reasons for collecting feedback and the percentage of students providing feedback is a clear indicator from which to measure this. However, students should have equally clear reasons for providing feedback. If there is a general feeling that feedback is not being used at Metropolia, there is no reason for the student to give it. When students genuinely feel that their feedback is valued in more ways than just increasing their percentage, feedback does not need to be forced, but is a natural part of every course.
Even critical feedback must be accepted and the student must be able to look at his or her practices objectively. The feedback received is valuable and critical feedback should also be treated as an important tool for development and improvement.
Justus Kalliokoski
Chairperson of the Board
justus.kallioskoski@metkaweb.fi
Pyry Piitulainen
Vice Chairperson of the Board
pyry.piitulainen@metkaweb.fi
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