Student Perspectives of Teaching (SPOT)

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Getting started with SPOT data | SPOT as a reflective tool | SPOT of Advice | How SPOT works: A closer look | SPOT Questions

Getting started with SPOT data

The Student Perspectives of Teaching (SPOT) is one aspect of the Multifaceted Evaluation of Teaching and Learning. This approach offers a reflective practice framework for assessing quality teaching across the five Framework for Effective Teaching domains. Multifaceted evaluation of teaching and learning focuses on three voices: instructor, students, and peers.

While (SPOT) data captures students’ voices and offers critical insight into your teaching, the multifaceted evaluation of your teaching means that SPOT data should not be read, interpreted, or acted upon in isolation. Consider other types of evidence that engage with your reflection and peer feedback. Appendix B of the Multifaceted Evaluation of Teaching and Learning outlines many examples.

 

Step 1: Access Your Data

  1. SPOT results are available after course grades have been finalized.
  2. Log in to the SPOT system to view your results.

 

Step 2: Review the Summary

  1. Begin with the Summary Data tab. Examine the bar charts for each domain.
  2. Focus on areas that stand out.
  3. If no domains stand out, systematically read through the comments, looking for trends and highlighting areas for improvement.

Note: While SPOT’s distributions and lack of reference data aim to avoid problematic comparisons, this lack of data may make tracking your SPOT results over time or from class to class more difficult.

Student Perspectives of Teaching
Faculty of
Department
Number of students responding to questionnaire: 61 out of 69 (88%)
Term: Summer 2023
Class:
Instructor:
Reqnum:

Standard SPOT Questions     Summary Data

SPOT DOMAIN Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree

Design

11

 20 44 71 36

Utility of Course Resources

10

 23 24 88 38

Graded Work

14

 20 34 80 35

Course Delivery

16

 31 25 68 43

Instructional Approach

7

 31 32 81 32

Class Climate

 6 19 31 71 56

A graphic representation of the summary data tab instructors can access as part of their SPOT (Student Perspectives on Teaching) Report. The summary data contains two sections. Section one identifies student response rates by SPOT subsections; section two contains bar charts depicting student feedback breakdowns by each subsection. The bar charts indicate Strongly Agree and Agree for several domains, except for the “Course Delivery” domain, where the bar charts are spread out to include Strongly Disagree and Disagree responses along with Strongly Agree and Agree responses.  

Step 3: Examining Specific Questions

  1. Find your identified subsections(s) in the Default Question Data tab. For each subsection, there are three SPOT questions.
  2. Identify questions with response distributions that stand out from others and follow up. These could be SPOT questions with response distributions that are much lower (or much higher) than those of other questions. 
Student Perspectives of Teaching
Faculty of
Department
Number of students responding to questionnaire: 61 out of 69 (88%)
Term: Summer 2023
Class:
Instructor:
Reqnum:

Standard SPOT Questions     Summary Data

SPOT DOMAIN Question Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree

Design

I found the course easy to follow.

3

 8 13 30 7
I found the course requirements clear.

1

 3 12 24 21
I found the course designed in a way that supported my learning.

7

 9 19 17 8

Utility of Course Resources

 The course resources supported my learning.

2

 11 9 31 8

The course resources increased my knowledge of the subject.

2

 4 5 29 21

The course resources helped me prepare for my assignments and exams.

6

 8 10 28 9

Graded Work

The graded work was reflective of the course content.

4

 4 10 31 12

The graded work allowed me to apply my knowledge from the course.

3

 8 12 25 13

The graded work yielded helpful information about my learning.

7

 8 12 24 10

Course Delivery

I was able to keep up with the instructor's pacing of course delivery.

4

 12 12 22 11

I had enough time to complete my course work.

1

 3 6 28 23

I found there were enough assessments to monitor my learning.

11

 16 7 18 9

Instructional Approach

My instructor provided examples and illustrations to support my learning.

0

 8 4 34 15

My instructor offered alternative explanations to support my learning.

3

 11 14 26 7

My instructor provided feedback to support my learning.

4

 12 14 21 10

Class Climate

 My instructor created and maintained a climate of mutual respect. 1 3 6 25 26
I felt a sense of collegiality in this course. 3 4 13 24 17
I felt comfortable to ask questions and share my ideas in this course. 2 12 12 22 13

 

Step 4: Investigate Student Comments

  1. After identifying your questions of interest, find the corresponding student comments.
  2. Read through each comment, highlighting common themes or topics that provide actionable insights.
  3. Use your SPOT data as a reflective tool by completing a thematic analysis that aligns and reconciles the key themes and comments with the quantitative SPOT results.

For more information about SPOT, including troubleshooting access to your account, visit Student Perspectives of Teaching (SPOT).

SPOT as a reflective tool

The SPOT survey provides information to help you engage in reflective teaching practice. It provides you with data about the student voice in your multifaceted evaluation of teaching. Use the data to complete a thematic analysis that considers areas for improvement, where you want to replicate effective teaching practices, and how your student feedback aligns with other evidence you have gathered.

SPOT Domains and subsections What is Working What Needs Work Multifaceted Evaluation of Teaching and Learning Evidence (How does this align or not align with other voices?) Reflections & Actions (What will you do?)

Course Design: Course Design

 

 

 

Course Design: Utility of Course Resources

 

 

 

Course Design Assessed (Graded) Work

 

 

 

Instructional Practices: Course Delivery

 

 

 

Instructional Practices: Instructional Approach

Instructional Practices: Class Climate

 

Access the SPOT Thematic Analysis Worksheet

SPOT of Advice

As you prepare to dive into multifaceted reflective teaching practice, remember that the primary aim of Multifaceted Evaluation of Teaching and Learning is to provide an evidence-based foundation to support your reflexive and incremental efforts to improve your instructional practices as aligned to the Framework for Effective Teaching throughout your teaching career. Here are some key principles to remember:

  1. SPOT results are intended for reflection as part of your commitment to continuous improvement. Approach your SPOT feedback with an open mind. Try to focus on actionable insights rather than looking for simple numerical comparisons.

  2. There may be other times when you feel overwhelmed as you realize there are many things you could be doing differently. Remember, Multifaceted Evaluation of Teaching and Learning strives to be holistic and comprehensive. Don’t let this discourage you. Identify key areas of concern or improvement, and then prioritize the changes you want to make to your teaching. 

  3. Document your reflections and work while also gathering relevant evidence. Becoming an effective instructor and documenting the evolving quality of teaching practices will require time and ongoing effort. Be sure to commit to the process; do your best when possible.

How SPOT works: A closer look

Aligned with the Framework for Effective Teaching, the SPOT survey provides information to help you reflect on your teaching experiences. The survey has two major sections or domains: course design and instructional practices. Each section or domain has three subsections.

COURSE DESIGN DOMAIN INSTRUCTIONAL PRACTICE DOMAIN

Subsection 1: Course Design

The organization of lectures, readings, labs, assignments/exams, etc., that form the overall structure of the course by the primary instructor.

Subsection 1: Course Delivery

The overall flow of the course, including the class time, workload, number and timing of course assessments, etc.

Subsection 2: Utility of Course Resources

The readings, books, labs, handouts, multimedia, digital materials, etc., are built into the course design.

Subsection 2: Instructional Approach

The instructor uses methods to support your learning during and after class.

Subsection 3: Assessed (Graded) Work

The exams, labs, assignments, projects, and similar work are marked with a percentage or a letter grade.

Subsection 3: Class Climate

Climate concerns how you perceive the learning environment as respectful, collegial, and inclusive.

SPOT questions

To complete the SPOT survey, students respond to eighteen statements on a five-point Likert scale. Students can also provide open-ended (qualitative) feedback for each question.

SPOT Statements: Course Design SPOT Questions: Instructional Practices

Design

  1. I found the course easy to follow.
  2. I found the course requirements clear.
  3. I found the course designed in a way that supported my learning

Course Delivery

  1. I was able to keep up with the pacing of course delivery.
  2. I had enough time to complete my coursework.
  3. I found there were enough assessments to monitor my learning.

Utility of Course Resources

  1. The course resources supported my learning.
  2. The course resources increased my knowledge of the subject.
  3. The course resources helped prepare me for my assignments and exams.

Instructional Approach

  1. My instructor provided examples and illustrations to support my learning.
  2. My instructor offered alternative explanations to support my learning.
  3. My instructor provided feedback to support my learning.

Graded Work

  1. The graded work was reflective of the course content.
  2. The graded work allowed me to apply my knowledge from the course.
  3. The graded work yielded helpful information about my learning.

Class Climate

  1. My instructor created and maintained a climate of mutual respect.
  2. I felt a sense of collegiality in this course.
  3. I felt comfortable to ask questions and share my ideas in this course.

For support interpreting your SPOT results, consult with a CTL Educational Developer.