What Are Student Perspectives Of Teaching (SPOT)?

Student Perspectives of Teaching (SPOT) gathers student feedback to help instructors, departments, and faculties improve curriculum and instruction. The collection of SPOT is regulated by the University of Alberta Policies and Procedures (UAPPOL). The current version of this policy may be viewed on the Teaching, Learning and Evaluation Policy page.

Generally, SPOT surveys are open to students from two weeks before the last day of classes until two days past the last day of classes. Instructors will receive the SPOT results within 20 working days after the course is completed, and once the dean, director or chair has signed the grade sheet.

Log in to access SPOT results

For more information about the SPOT process, please visit the Testing and Questionnaire Services SPOT webpage.

SPOT Data and Multifaceted Evaluation of Teaching and Learning

SPOT is a component of the Multifaceted Evaluation of Teaching and Learning, which provides a reflective framework for assessing teaching quality across the five domains of the Framework for Effective Teaching.

Multifaceted evaluation is based on three voices: the instructor, students, and peers. SPOT data captures the student voice and offers critical insight, but it should not be interpreted or acted upon in isolation. To get a comprehensive view, you should consider it alongside your own reflection and peer feedback.

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, and exams form the overall structure of the course.

Subsection 1: Course Delivery
This describes the practical flow of the course, including the effective management of class time, student workload, and the number and timing of course assessments.

Subsection 2: Utility of Course Resources
This covers the quality and effectiveness of the materials embedded in the course design, such as readings, books, labs, handouts, multimedia, and digital resources.

Subsection 2: Instructional Approach
This concerns the methods and techniques the instructor uses to support student learning during and after class time.

Subsection 3: Assessed (Graded) Work
This addresses how student learning is formally evaluated. It includes exams, labs, assignments, and projects that are graded as percentages or letter grades.

Subsection 3: Class Climate
This refers to how students perceive the overall learning environment, including its respectfulness, collegiality, and inclusiveness.

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 domain.

COURSE DESIGN INSTRUCTIONAL PRACTICE DOMAIN

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.