i am in need of the modules required for the project student feedback system using vb.net. please provide me the requirements

student feedback system

What is the purpose of Student Feedback?

Student feedback can have different purposes for different users, eg. do you need the data to include in a teaching portfolio, do you experience some kind of a problem in your teaching, do you plan to change the curriculum, were there significant changes in the module/programme or perhaps in the cohort of students, etc?
Some of the main purposes of student feedback are:

Enhancing the students' experience of learning and teaching
Contributing to monitoring and review of quality and standards
Ensuring the effectiveness of course design and delivery
Enabling a dialogue with students
Helping students reflect upon their experiences
As part of the teaching and learning process
Identifying good practice
Contributing to staff development
See also point 2 of SFB policy
At Stellenbosch University, we encourage that student feedback should firstly aim to empower lecturers to improve their own teaching. Only thereafter should student feedback be used for any other purpose, and then with great circumspection.

Furthermore, it is up to the staff member involved to decide whether to discuss the feedback with colleagues and what action to take. The staff of the CTL is available to discuss the feedback and collaborate in the development of improved teaching strategies if requested.

Student feedback is only one source of feedback on the teaching and learning process. Should you wish to discuss the alternative ways of obtaining feedback on your teaching or modules, from sources other than students, please do not hesitate to contact the staff at CTL.

How can student feedback be collected?

SFB can be collected on standardized questionnaires for feedback on undergraduate modules, taught postgraduate modules, lecturers and programmes. A databank of extra questions is also available from which items can be selected to collect more discipline specific information.

Furthermore, student feedback can be collected within a paper-based system, by distributing these questionnaires in-class to students. This method provides the benefit of having a captive audience and could increase response rates. However, it is more labour intensive, more expensive, it takes longer to process the data and thus also takes longer to send reports to the lecturers and their line management. Student feedback could also be collected within an electronic system by making the questionnaires available on WebSTudies. Students can then complete the forms electronically over a set period of time. Benefits of the electronic system are that it is more cost and time effective, less labour intensive and reports can be produced quicker. However, response rates might be lower in the electronic system. Lecturers using this method are therefore urged to continuously remind students to complete the electronic questionnaires.

Who do I contact if I want to collect feedback electronically?

Please complete and submit the e-registration form.

How do I order paper copies of the student feedback forms?

Read more on the paper feedback process

When will I receive my forms?

Once the SFB office receives your order and requisition for payment (as explained in 4 above), your request will be processed. Should the SFB office have enough hard copies in stock to adhere to your request, you can collect your forms within a maximum of three days. Should it be necessary to have forms printed by the US Printers, at least one month should be allowed for this process. Once the SFB office informs you that your forms are ready, a staff member from your department should collect the forms from the SFB Office in Room 1008, Skuilhoek, Victoria street 41, STB. This will prevent any unnecessary time loss or forms going missing within the internal mailing system. Forms will only be sent via internal mail on special request.

What happens when the SFB office receives the completed questionnaires?
Your feedback is logged in to a log file kept by the SFB office. The questionnaires are scanned (the SBF owns one scanner) and collated into an Excel file. Open comments are typed into a Word document. The data from the Excel file and the open comments are merged into a report containing aggregated statistical information, graphs and the open comments. Feedback is processed in a chronological order, in other words, in order of receipt at the SFB office.

When will I receive my student feedback report?

If you collected feedback within the paper-based system, you should receive your report within 4-6 weeks. Reports on feedback collected electronically will be available within 7 days after closing of the survey. Your report will be sent to you in a sealed enveloped via the internal mailing system, together with copies to your department chairperson as well as the dean. However, this system will eventually be replaced by an electronic distribution system. Within the electronic system, your reports will be loaded onto your staff portal in Sun-e-HR with electronic copies to the chairperson of your department and the dean. More information on this click here.

Are there any guidelines that can help me to interpret my student feedback report?

The following guidelines may assist you in interpreting the results.

You should consider the representativeness of the responses. If the number of students completing the questionnaire as a percentage of the number of students enrolled in the unit is less than about 60% the responses may not be representative of the perceptions of those students who have experienced your teaching.
The statistical report gives the response analyses for all individual questions from your questionnaire. For each question the analysis shows:
the number of students who gave each of the possible responses
the percentage of students who gave each possible response (calculated over the number answering the question, which may be less than the number completing the questionnaire)
a graphical representation of those percentages
the mean and standard deviation
The students' responses to the open ended questions have been returned with the statistical report. The open-ended comments usually provide additional information worth considering when interpreting the statistical report. As the responses to the open ended questions typically include the most critical positive and negative aspects of the students' experience of the teaching and learning process, they are often the form of student feedback most useful for indicating potential improvements in teaching.

With your knowledge of the unit and its material you will be in a position to interpret the results of your particular survey, however you should bear in mind that student perceptions are shaped by various aspects of the teaching and curriculum context. For instance, a unit with a small number of students taught predominantly in small groups and using continuous assessment will invariably be rated more highly than a unit with large student numbers in which lectures are the predominant mode of delivery and where students are assessed solely on the results of a final unseen examination. Optional units tend to be rated more highly than compulsory sections of a program.

It should also be noted that students assign "ratings" individually in the absence of any agreed upon criteria for what constitutes "satisfactory". For example, a rating of "4" may be assigned by different students for different reasons and reflect different standards.

I would like to emphasise that student evaluation by questionnaire is only one source and method of collecting information. Other sources such as peers and other methods such as group discussion also provide valuable information and should be considered in course or teaching evaluation.

If you would like to discuss the interpretation of the feedback, a member of the CTL staff would be happy to meet with you once you have considered the comments and report . CTL staff are also available to discuss any aspect of your teaching or of the unit curriculum which you would care to develop further as a result of the students' feedback

Can lecturers also have a say in the student feedback process?

YES! We encourage lecturers to complete the Lecturer Feedback Form and to send this form together with the completed Student Feedback Forms to us. This form gives lecturers the opportunity to report on their own experiences in presenting a particular module and can help to place the student feedback in context. The form can be downloaded here

How much does the SFB office charge for its services?

This service is provided free of charge to all staff of Stellenbosch University in terms of processing normal student feedback. The only costs incurred would be for hard copies of questionnaires. In the case of special projects that fall outside of the realm of the normal student feedback process, costs would be incurred for contracting in the help of typists and an information technology specialist.

Who can I talk to if I have a question about the ordering and administration of my survey forms, or the processing of my report?
Minnie van Zyl, minnievz[at]sun.ac.za, 021-808 3081

I would like to design my own questionnaire. Is there anyone who can assist me?
Melanie Petersen, mpeter[at]sun.ac.za, 021-808 3544

Who can I talk with about curriculum review and institutional level teaching evaluation?

Melanie Petersen, mpeter[at]sun.ac.za, 021-808 3544

Can you recommend some good texts on improving the quality of my teaching?
Bain, K. (2006). What the best college teachers do. Cambridge, MA: Harvard University Press.
Biggs, J.B. (2003). Teaching for quality learning at university. Open University Press: Buckingham.
Erickson, B.L., Peters, C.B., & Strommer, D.W. (2006). Teaching first-year college students. San Francisco: Jossey-Bass.
Kember, D., & McNaught, C. (2007). Enhancing university teaching: lessons from research into award-winning teachers. London: Routledge.
Marsh, H.W., & Roche, L.A. (1994). The use of students’ evaluations of university teaching to improve teaching effectiveness. Canberra: Australian Government Publishing Service.
McKeachie, W. (2002). McKeachie’s teaching tips: Strategies, research and theory for college and university teachers. Boston: Houghton Mifflin Co.
Prosser, M. and Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Open University Press.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
Ramsden, P., & Dodds, A. (1989). Improving teaching and courses: A guide to evaluation. Melbourne: University of Melbourne.

Student feedback on courses is an essential element in quality assurance. Questionnaires are of primary importance in the dialogue with students, since they are the best tool we currently have for collecting objective, detailed and reasonably systematic information on a wide range of questions, which:

informs the teacher about students' perceptions of the course's strengths and weaknesses;
can prompt changes in delivery methods, course content, the provision of resources and the structures of support and guidance for the course;
are useful to staff maintaining teaching portfolios;
are central to monitoring of teaching standards.
A questionnaire must be issued at least on every alternate offering of each course, including the first year of operation of a new or substantially amended course. All departments are required to use the College's standard course unit questionnaire, which they may supplement with questions of their own, or with additional questionnaires aimed at specialist elements of their provision.

Responses are collated on behalf of departments by Academic Development Services, and will be used only for the purposes of quality enhancement. The aim of this is to save time for staff in academic departments and to allow a minimum level of statistical analysis of the data across the College. This recognises that whilst the information remains the property of the College, the central administration has neither the resources nor a sufficient understanding of the departmental context to provide a full interpretation of the data, which remains the responsibility of the academic department.

In order to gain maximum advantage:

students should be told how the data will be used, when and how results will be published, and that their contribution is important and taken seriously;
questionnaires should be distributed and collected (anonymously) in class, ideally in the penultimate week of the course, with the aim of achieving a response rate of at least 75% on each course;
the Head of Department should discuss a dispassionate summary of the feedback on each course with the lecturers concerned;
an analysis of questionnaire returns which concern the department as a whole should be published within the department, and referred to as appropriate in the Annual Review report.
Questionnaires for postgraduate research students

Students should be asked to complete the College's feedback questionnaire for postgraduate research students around the time of their Annual Review. Completed forms should be returned to the Director of Graduate Studies (or Head of Department if the Director of Graduate Studies is the student's supervisor) who will summarise the generic feedback for consideration by the department.