\n[\/et_pb_accordion_item][et_pb_accordion_item title=”2. Identify one strength and one area for growth per semester” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Choose\u00a0one thing you did well<\/strong>\u00a0\u2014 the highest-rated item or the strongest principle \u2014 and\u00a0one area to improve per semester<\/strong>\u00a0\u2014 the lowest-rated item or the principle with the most room for growth. Attempting to address every item at once is rarely effective. Focused, deliberate change tends to produce better outcomes than broad, scattered effort.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”3. Read the written comments with your numerical results in mind” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]With your key numerical highlights identified, turn to the open-ended responses. Look for comments that explain or add nuance to the patterns you noticed. Note repeated themes and categorise them \u2014 instructor-controlled, shared, or administrative \u2014 to decide what is worth acting on and what may need to be raised with your Head of Department.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”4. Develop a simple action plan” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]A formal document is not necessary \u2014 a few notes to yourself are sufficient. For each area of improvement you have identified, record:<\/p>\n
- \n
- What specifically the data and comments suggest is the issue<\/li>\n
- One concrete change you will trial next semester<\/li>\n
- How you will know whether the change worked \u2014 for example, an improvement in a specific CER item in a future semester<\/li>\n<\/ul>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”5. Consider a CETL consultation” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]CETL offers confidential one-on-one consultations with teaching specialists who can help you interpret your report, discuss evidence-based strategies for improvement, and support your ongoing reflective practice. To book, visit\u00a0sta.uwi.edu\/cetl\/book-a-consultation<\/a>.
\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=”{}”]\nAnnotated Sample Report<\/h2>\n
The excerpts below illustrate how the five steps above apply in practice. Annotation boxes walk through what each figure means and how a lecturer might respond to the data.
\n[\/et_pb_text][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]![\"\"](\"https:\/\/sta.uwi.edu\/cetl\/wp-content\/uploads\/sites\/6\/2026\/03\/Report-Excerpt-1-and-2.png\")
\n[\/et_pb_text][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]![\"\"](\"https:\/\/sta.uwi.edu\/cetl\/wp-content\/uploads\/sites\/6\/2026\/03\/Report-excerpt-3-and-4.png\")
\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=”{}”]\nCETL’s Framework for Responding to Student Feedback<\/h2>\n
Alongside reading your report carefully, it is equally important to manage the\u00a0process<\/em> of engaging with feedback \u2014 particularly when comments feel personal or unexpected. CETL’s five-step framework, grounded in Rolfe’s reflective practice model, is designed to help you approach your results with a clear and open mind.
\n[\/et_pb_text][et_pb_accordion _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item title=”1. Reflect \u2014 before you open the report” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Before you look at your scores and comments, take a moment to consider what you are expecting to see. Think about what went well in the course and where you felt less confident. This reflective stage connects directly to the first question in Rolfe’s model \u2014\u00a0What?<\/em>\u00a0\u2014 and prepares you to engage with the data objectively rather than reactively.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”2. Read and React \u2014 allow yourself an emotional response” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Open the report and read through it. If you feel pleased, proud, frustrated, or stung by what you find \u2014 that is a completely natural reaction. Do not suppress it. Acknowledging the emotion is an important part of the process. What matters is what you do next.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”3. Relax \u2014 step away and process” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Set the report aside for a period of time before responding to it. Strong emotions \u2014 whether positive or negative \u2014 can distort your interpretation of the data. The literature supports being deliberate about\u00a0when<\/em>\u00a0you review your feedback: avoid doing so under stress or time pressure. Returning with a fresh mind produces a more useful response.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”4. Revisit \u2014 re-approach with a new perspective” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Return to the report with a calmer, more analytical mindset. Now ask the deeper questions: What is the student really saying? Is there a broader issue being raised that connects to several items or written responses? Look for patterns rather than reacting to individual remarks in isolation.
\n[\/et_pb_accordion_item][et_pb_accordion_item title=”5. Respond \u2014 make decisions and plan forward” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]Now decide what you will keep, what you will do differently, and how. Make a note alongside your course materials so you remember what you plan to change the next time you teach the course. This is also an ideal time to book a CETL consultation if you would like support developing your plan.
\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=”{}”]Need help interpreting your report?<\/strong>\u00a0CETL is here to support you. Book a confidential one-on-one consultation at\u00a0sta.uwi.edu\/cetl\/book-a-consultation<\/a>, or contact us directly at\u00a0sta.uwi.edu\/cetl<\/a>.
\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_5,1_5,1_5,1_5,1_5″ _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_column type=”1_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_button button_url=”https:\/\/sta.uwi.edu\/cetl\/understanding-the-written-comments\/” button_text=”Previous: Understanding Written Comments” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_button button_url=”https:\/\/sta.uwi.edu\/cetl\/understanding-your-cer-report\/” button_text=”Back: Overview” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” admin_label=”Button”][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"What to Do Next Receiving your CER report is the beginning of a reflective process, not the end of one. This page offers two complementary frameworks: a step-by-step guide to reading and interpreting your report, followed by CETL’s framework for managing the reflective process around it. An annotated sample report illustrates how both apply in […]<\/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-246558","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\r\n
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