{"id":246536,"date":"2026-03-04T11:19:37","date_gmt":"2026-03-04T15:19:37","guid":{"rendered":"https:\/\/sta.uwi.edu\/cetl\/?page_id=246536"},"modified":"2026-03-04T11:45:35","modified_gmt":"2026-03-04T15:45:35","slug":"understanding-the-written-comments","status":"publish","type":"page","link":"https:\/\/sta.uwi.edu\/cetl\/understanding-the-written-comments\/","title":{"rendered":"Understanding the Written Comments"},"content":{"rendered":"[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

Understanding Written Comments<\/h2>\n

The open-ended questions in the CER questionnaire are where the nuances live. Numbers tell you\u00a0how frequently<\/em>\u00a0a teaching practice was observed; comments tell you\u00a0why<\/em>\u00a0students responded the way they did. Reading and interpreting this feedback thoughtfully is one of the most valuable things you can do with your report.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]\n

The Three Open-Ended Questions<\/h2>\n

The CER questionnaire includes three open-ended questions, which students answer in their own words:<\/p>\n

\"\"<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

How to Approach the Comments<\/h2>\n[\/et_pb_text][et_pb_accordion _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item title=”What is the best way to read the comments?” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Read the comments\u00a0after<\/em>\u00a0reviewing the numerical results, so you have context before engaging with the qualitative feedback. Then apply the following principles:<\/p>\n
    \n
  • Look for repeated themes.<\/strong>\u00a0A concern raised independently by several students carries considerably more weight than a single isolated remark. Frequency of a theme is a reliable signal that it warrants attention.<\/li>\n
  • Balance comments against the mean.<\/strong>\u00a0If an item scores 4.5 but one comment is strongly negative, keep it in proportion. Read the comment thoughtfully, but do not allow it to overshadow a broadly positive picture.<\/li>\n
  • Do not dismiss unique comments.<\/strong>\u00a0Even a single remark can point to an experience you were unaware of, and may represent others who chose not to write. Consider it alongside the numerical data before deciding how much weight to give it.<\/li>\n
  • Separate what you can control from what you cannot.<\/strong>\u00a0Not all comments call for the same response \u2014 see the category framework below.<\/li>\n<\/ul>\n
    Tip:<\/strong>\u00a0If your initial reaction to the comments feels emotional, set the report aside for a day or two before returning to it. This is a normal experience and one that is widely acknowledged by teaching specialists. Coming back with fresh eyes tends to make the feedback feel more useful and less personal.<\/div>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”What do the word clouds in the report show?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Your report includes a word cloud for each of the three open-ended questions. Words that appear larger were used more frequently by students in their responses. Word clouds provide a quick visual overview of dominant themes at a glance \u2014 for example, if the word\u00a0workload<\/em>\u00a0is prominent under “What did you like least?”, that is a clear prompt to read those responses carefully.<\/p>\n

    However, word clouds cannot capture context, tone, or nuance. They are a useful\u00a0starting point<\/strong>, not a substitute for reading the actual comments. Always follow up by reading the full responses to understand what students meant.
    \n[\/et_pb_accordion_item][et_pb_accordion_item title=”Should I acknowledge the feedback of my students?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]While you cannot respond directly within the CER system, many lecturers find it effective to briefly acknowledge the feedback at the start of the following semester. A simple statement such as\u00a0“Based on your feedback, I have adjusted the pacing of the assessments this semester”<\/em>\u00a0signals to students that their input was read and taken seriously.<\/p>\n

    This practice reinforces that the CER is a genuine mechanism for improving the course \u2014 not a box-ticking exercise \u2014 and tends to improve student participation rates in future semesters.<\/strong>
    \n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

    Categorising Comments: What Is Actionable?<\/h2>\n

    Not all comments call for the same response. A useful way to approach them is to categorise each comment by where responsibility for addressing it lies. This helps you focus your energy on what you can realistically change, and identify what may need to be escalated.
    \n[\/et_pb_text][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]\n

    \"\"<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,1_4,1_4,1_4″ _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_column type=”1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_button button_url=”https:\/\/sta.uwi.edu\/cetl\/reading-the-numbers\/” button_text=”Previous: Reading the Numbers” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_button button_url=”https:\/\/sta.uwi.edu\/cetl\/what-to-do-next\/” button_text=”Next: What to Do Next” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"

    Understanding Written Comments The open-ended questions in the CER questionnaire are where the nuances live. Numbers tell you\u00a0how frequently\u00a0a teaching practice was observed; comments tell you\u00a0why\u00a0students responded the way they did. Reading and interpreting this feedback thoughtfully is one of the most valuable things you can do with your report. The Three Open-Ended Questions The […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"difl_page_category":[],"class_list":["post-246536","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\r\nUnderstanding the Written Comments - Centre for Excellence in Teaching and Learning<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/sta.uwi.edu\/cetl\/understanding-the-written-comments\/\" \/>\r\n<meta property=\"og:locale\" content=\"en_US\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"Understanding the Written Comments - Centre for Excellence in Teaching and Learning\" \/>\r\n<meta property=\"og:description\" content=\"Understanding Written Comments The open-ended questions in the CER questionnaire are where the nuances live. 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