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Recommended Charge to Student Feedback Reviewers in the Faculty Teaching Assessment Process

Last updated April 30, 2025

 The designated academic administrator must formally charge their unit’s student feedback reviewers (e.g., the two individuals selected per the Assessment of Teaching guidelines, hereafter referred to as ‘reviewers’) before they begin their work. Below are the key elements to the charge. 

    • Reviewers must understand that their primary responsibility is to provide an evaluation of the candidate’s teaching effectiveness, based on an analysis of students’ assessments regarding the candidate’s performance. The reviewers are responsible for synthesizing and interpreting both quantitative and qualitative feedback from SEEQ/SRTE responses across all courses taught during the review period. This is not a summary (see Changes to Assessment of Teaching Effectiveness). It replaces any prior summary of quantitative and qualitative student feedback in formal review materials.
    • Staff members will generate the raw SEEQ/SRTE reports to be used in this process. Candidates will not provide their own SEEQ/SRTE reports to the reviewers. Only SEEQ responses A1 through A4 are to be used in the analysis. Staff and reviewers may not request candidates share student feedback intended for only the instructor, which includes results from the MSEEQ and items A5 through A7 of the SEEQ (see SEEQ Items). All SRTE responses from the review period, both quantitative and qualitative, must be included as part of the review.
    • Reviewers will receive the raw SEEQ/SRTE responses for courses taught during the review period. Their assessments must be based on the materials provided and their pedagogical insights and discernment. All aspects of this process are confidential, and all reviewed materials and notes must be permanently destroyed upon submission of the final report. 
    • Reviewers will collaborate to conduct a review of student feedback, considering both quantitative and qualitative data. Their opinions and conclusions should be based on patterns and insights identified across the provided data.
    • Reviewers will collaboratively draft a report of no more than 750 words (approximately one single-spaced page) providing insights into the candidate’s teaching effectiveness, as derived from quantitative and qualitative SEEQ/SRTE student feedback across the courses taught during the review period. The report should address key elements of teaching, including effective course design, effective instruction, inclusive and ethical pedagogy, and reflective and evolving practice. Reviewers are encouraged to consult the Schreyer Institute for Teaching Excellence for guidance on interpreting student feedback.
    • Reviewers may divide the workload as they see fit. Guidance on the optional use of artificial intelligence in summarizing qualitative student feedback can be found here.  All reviewers must sign the final report.
    • The report must be addressed to and submitted to the first-level review administrator, who will ensure its inclusion in the formal review materials.
    • Please see Frequently Asked Questions for Administrators about Student Feedback Use in the Assessment of Teaching Effectiveness for more information.