Centre for Teaching Development and Innovation (ZIEL)
Teaching Analysis Poll (TAP)
TAP is a qualitative interim evaluation of your course so that you can effectively find out how students perceive their own learning process. With TAP you can optimally promote the exchange with your students about the teaching and learning processes. To conduct TAP, ZIEL staff members come to your course and discuss the students' learning experiences with them. For this, we only need 30 minutes of your course time. Information on the exact procedure can be found below.
Participation in the TAP process is voluntary for the lecturer and also for the students and can be used as an alternative to the standard student course evaluation.
TAP is designed to help students reflect on their learning. This can reveal aspects that promote and hinder learning. The implementation in the middle of the semester offers the possibility, to implement changes in an ongoing course. The results can also be used as a starting point for further higher education didactic formats, such as consultations or workshops.
It is possible, to receive credit for TAP in the higher education didactics certificate program "Professionelle Hochschullere" of hdw nrw to the extent of 4 working units. Further information can be found here.
The evaluations of the TAPs can be found on the intranet (only available in German).
TAP schedule für the winter semester 22/23
The next scheduled TAP period will be published soon.
Planning and Implementation of a TAP
Registration for a TAP via E-Mail (see below)
Potential brief preparatory meeting to clarify questions
In the course:
- The lecturer ends his/her course on the agreed date about 30 - 45 minutes early, hands over to the moderator of TAP and leaves the room.
- The moderator briefly introduces him/herself and the method and asks the students to discuss the following 3 questions in small groups:
- Which aspects of the course facilitate your learning?
- Which aspects of the course impede your learning?
- What suggestions do you have for improving the impeding points (and beyond)?
- The results are then presented in plenum. The moderator writes down the points mentioned and by voting of the students a majority opinion is formed.
- The moderator prepares the results report, sends it to the lecturer and arranges the feedback meeting to discuss the results.
- The lecturer is asked to discuss the results with the students in the next lecture and to consider together how they can deal with the results.
Advantages of a TAP
For Lecturers: A TAP...
- provides constructive and specific rather than judgmental feedback
- captures students' suggestions already during the semester
- supports the self-reflection of your teaching
- can make potential for change visible
- signals to students that you are interested in their perception of teaching quality
For Students: A TAP...
- actively involves students as participants in shaping the learning process
- supports the self-reflection of their learning behavior
- provides the foundation for a good feedback culture
- strengthens the relationship between students and teachers
- enables students to express themselves anonymously and unbiased
The number of TAPs per semester is limited, so if you are interested, please contact us as soon as possible! Registration is possible until (the new deadline will be published soon). Please send an email to firstname.lastname@example.org and include the following data:
- First and Surname of the Lecturer
- Title of course
- Bachelor or Master students
- Is open for which degree programs?
- Type of course: Lecture, Seminar, Exercise
- Expected number of students
- Date/time of the course
- Format: Is your course in attendance/synchronous/asynchronous? If synchronous: Which web conference tool do you use?
- If applicable, location/room number
- Indicate desired week for TAP (Timeframe will be published soon).
- Suggested dates for feedback meeting (in the same week).
- If applicable, special request for TAP - (we will try to take this into consideration during implementation).
- Notes on special features of the events that could be relevant for TAP implementation (e.g. special concept/format, particularly important elements, etc.)
References & further readings
Frank, A. & Kaduk, S. (2017). Lehrveranstaltungsevaluation als Ausgangspunkt für Reflexion und Veränderung. Teaching Analysis Poll (TAP) und Bielefelder Lernzielorientierte Evaluation (BiLOE). In Arbeitskreis Evaluation und Qualitätssicherung der Berliner und Brandenburger Hochschulen und Freie Universität Berlin (Hrsg.), QM-Systeme in Entwicklung: Change (or) Management? Tagungsband der 15. Jahrestagung des Arbeitskreises Evaluation und Qualitätssicherung der Berliner und Brandenburger Hochschulen am 2./3. März 2015, Freie Universität Berlin (S. 29-51).
Frank, A., Fröhlich, M. & Lahm, S. (2011). Zwischenauswertung im Semester: Lehrveranstaltungen gemeinsam verändern. Zeitschrift für Hochschulentwicklung, 6 (3), 310-318.
Franz-Özdemir, M., Reimann, J. & Wessel, K. (2019). Teaching Analysis Poll (TAP).
Konzept und Umsetzung einer aktuellen Methode an der Schnittstelle von Evaluation und Lehrentwicklung. In: Neues Handbuch Hochschullehre. [Teil] I. Evaluation und Qualitätsmanagement. 1. Veranstaltungsevaluation. Berlin: DUZ Verlags- und Medienhaus (2019) I 1.17, S. 37-64.
Hurney, C., Harris, N., Bates Prins, S., & Kruck, S. E. (2014). The impact of a learner-centered, mid-semester course evaluation on students. The Journal of Faculty Development, 28(3), 55-62.
Penny, A. & Coe, R. (2004). Effectiveness of Consultation on Student Ratings Feedback: A Meta- Analysis. Review of Educational Research, 74 (2), 215–253.
53757, Sankt Augustin
Telephone+49 2241 865 9922
Research Associate for Didactics in Higher Education, M.Sc. Business Psychology
53757, Sankt Augustin
Telephone+ 49 2241 865 9566