Guidance for students on responding to the standard SES questions
The Subject Experience Survey (SES) includes 10 standard questions which are included on every subject’s SES, enabling a consistent measure of students' perceptions of subjects at the University of Melbourne. Faculties may also choose to include additional questions to obtain more detailed feedback.
The standard questions are provided below, along with brief annotations providing guidance to students on how they may interpret and respond to questions. Note that the SES seeks to encourage students to provide feedback openly. The annotations in this document are optional support and prompts only.
Standard questions on the Subject Experience Survey
Questions 1-4 focus on students' experiences of the subject as a whole
- Overall, this subject has been intellectually stimulating
When responding to this question, consider your experience of the subject as a whole and whether you found the subject motivating and thought-provoking.
- Overall, this subject has been well co-ordinated
When responding to this question, you may wish to consider the following aspects of subject co-ordination:
- Was the subject well planned and organised?
- Were classes delivered in a punctual and reliable manner?
- Were students provided with timely access to materials?
- Was the structure of the subject coherent?
- Overall, this subject has been supported by useful learning resources
Examples of learning resources may include subject readings, library resources, the LMS and other online materials.
- Overall, this subject has been well-taught
When responding to this question, consider your experience of the subject and whether you found that the subject as a whole was well taught.
Questions 5-10 focus on students' learning experiences in the subject
- Focusing on my own learning in this subject, I have been required to work at a high standard
Based on your personal learning experiences, consider whether your experience in this subject required:
- Assessment and contributions of high quality
- A high level of achievement relative to the level of the subject (Bachelors degree, Masters degree, etc).
- Focusing on my own learning in this subject, I found the assessment tasks useful in guiding my study
Based on your personal learning experiences, consider whether the assessment tasks have helped you to meet the learning objectives of the subject.
- Focusing on my own learning in this subject, I received valuable feedback on my progress
Consider whether the feedback you received was regular, focussed and timely, and enabled you to improve your skills and achievement as you progressed in the subject. Feedback may be provided in many forms, including:
- Verbal feedback from teaching staff in class or in consultations
- Feedback from peers in collaborative class exercises
- Written feedback after assessment tasks.
- Focusing on my own learning in this subject, I learnt new ideas, approaches and/or skills
Based on what you learnt in this subject reflect on whether you gained new ways of thinking and/or new skills.
- Focusing on my own learning in this subject, I learnt to apply knowledge to practice
Consider whether you have gained the skills to apply your knowledge to practical use. The University seeks to provide its graduates with 'a set of flexible and transferable skills for different types of employment' (graduate attribute).
- Focusing on my own learning in this subject, I have been part of a group committed to learning
Consider whether a collaborative environment was fostered in this subject, where students were encouraged to share their knowledge and learn from their peers. The University seeks to provide its graduates with 'the capacity to participate fully in collaborative learning and to confront unfamiliar problems' (graduate attribute).