Module Feedback Questionnaires (MFQs)

After a module has run for at least two weeks and at the end of each taught module students have the opportunity to provide information to Schools via online Module Feedback Questionnaires (MFQs). These questionnaires are facilitated through the Explorance Blue online survey system. The survey system can be accessed here.  They allow students to provide feedback on module content, teaching, workload and resources.  

The principal purpose of MFQs is to enhance learning, teaching and assessment. This valuable feedback contributes to:  

  • improving the student experience for current and future students
  • providing staff with information that can be used to guide and evaluate changes in module content and teaching
  • enhancing learning and support across the curriculum and wider University.

Your voice matters: Make your feedback count

Why feedback matters: Your feedback = real change

  • Helps teaching staff and the University understand what’s working (and what’s not)
  • Shapes the way modules are taught in the future
  • Leads to improvements in resources, assessments, and teaching methods
  • You are not passive learner – you are a valued partner in the learning community

Recognising unconscious bias

Fair feedback starts with awareness

  • Unconscious (or implicit) bias exists without our conscious knowledge
  • We are all affected by unconscious bias to some extent
  • Bias can unfairly influence how we rate teaching – when providing feedback, focus on the organisation and delivery of the module, content, clarity and engagement
  • Ask yourself: ‘Would I give this feedback if it were a different person delivering the same module?’

Giving constructive feedback

Be helpful. Be clear. Be kind

Constructive feedback is specific and actionable and supportive. It should highlight strengths, identify areas for improvement and provide clear suggestions of how this might be achieved.

  • Be specific and try to avoid vague statements: ‘Group work could be more structured to aid focus’ vs ‘Group work was bad’
  • Be depersonalised and respectful: Focus on actions and the learning experience, not personality or individual teachers
  • Suggest improvements: provide alternative solutions or suggestions to improve your learning experience
  • Highlight positives: Say what you enjoyed or found helpful and why

Think about what you find useful when receiving feedback yourself. It is important that students do not comment on Protected Characteristics of staff or students. 

If you have any questions or need support with Module Feedback Questionnaires, please contact mfqsupport@st-andrews.ac.uk.