At School level, TQARO conducts surveys of students’ perceptions of teaching. Students are surveyed about the teaching they receive from both GTAs and permanent staff. These surveys provide teachers with important information about the perceived quality of their teaching. They also provide the School with a general measure of teaching standards. These surveys take place in Michaelmas Term (or Lent Term if a GTA is teaching only in Lent Term). Students are asked about their experience of class teaching as well as lecturing and other aspects of course delivery.
Detailed information on these surveys, including when and how they are administered, what sort of questions are asked of students, and how the results are used, can be found on the TQARO’s website.
Note that, in addition to producing individual reports for teachers, TQARO produces aggregated quantitative data for departments and the School. Previous teaching survey results by department are available on the TQARO website.
Research indicates that feedback from students is most useful when teachers take that feedback, discuss it with someone else and decide on appropriate actions for development. You may wish to discuss your results with the course convenor for the course, the departmental mentor for class teachers (if there is such a person), or the relevant departmental adviser in the LSE Eden Centre.
GTAs whose scores are low will be supported by the course convenor for the course and by the LSE Eden Centre (The average scores higher than 2.1 will be used to denote a relatively poor score, in a scale of 1-5 where 1 is the top mark). Mentors (chosen on the basis of their high scores) may also be appointed for these GTAs from the department’s permanent staff. Following a period of support and development, these GTAs will be surveyed again in the Lent Term (if they are teaching a course that runs in that term). If the scores show no improvement, the GTA may have his/her contract revoked unless there are special extenuating circumstances which would need to be approved by the Head of Department and the Pro-Director Education.
This is intended as a supportive process. The School is interested in helping teachers to develop and improve rather than trying to allocate blame. But it has a responsibility to students to take action where teaching problems persist.