June 2025

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June 2025 | Oceanography

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We believe that instructors should respond to a TAP session

by telling their students what they learned from it. Additionally,

they should explain to students which aspects they can and will

change, as well as those they will not, providing the rationale

for their decisions. In our specific case, forwarding some of the

student feedback to the study administration led to some struc­

tural improvements, such as better equipment in classrooms.

The feedback we received from the instructors was all positive—​

important, considering that they had to invest 30 minutes of

their valuable class time to administering the TAP.

If you are interested in trying out TAP as a feedback

method, we recommend aligning your evaluation approach

with the instructors’ and study programs’ needs and goals.

The TAP could be part of a larger transformation pro­

cess that could also, for instance, include introducing active

learning or alternative teaching methods. To gain experi­

ence with TAP, it is useful to employ two facilitators, to start

small with a few courses, and then to build a team of people

who can facilitate TAPs. Because staff time is often limited,

TAP facilitators could include students, which is something

we have done and have found to work well. We know of at

least one university (University of Erlangen-Nuremberg) that

trains students to be TAP facilitators. Working together with

students in this way is a great example of student-staff part­

nership and co-creation. Feel free to contact us to discuss TAP

(https://cocreatinggfi.w.uib.no/contact/).

REFERENCES

Hawelka, B. 2019. Coding Manual for Teaching Analysis Polls. University of

Regensburg: Center for University and Academic Teaching (ZHW), https://www.

uni-regensburg.de/assets/zentrum-hochschul-wissenschaftsdidaktik/forschung/

manual-tap-2019.pdf.

Johannsen, T., and H. Meyer. 2023. Improving Teaching Quality In Higher

Education: A Practitioner’s Guide To Using Formative Teaching Analysis Poll.

European Society for Engineering Education (SEFI), https://doi.org/​10.21427/​

8REM-2V61.

AUTHORS

Robert Kordts (robert.kordts@uib.no), Mahaut de Vareilles, Kjersti Daae,

Eirun Gandrud, Anne D. Årvik, and Mirjam S. Glessmer, University of Bergen,

Bergen, Norway.

ARTICLE CITATION

Kordts, R., M. de Vareilles, K. Daae, E. Gandrud, A.D. Årvik, and

M.S. Glessmer. 2025. TAP: Teaching Analysis Poll for student feedback.

Oceanography 38(2):83–85, https://doi.org/10.5670/oceanog.2025.305.

COPYRIGHT & USAGE

This is an open access article made available under the terms of the Creative

Commons Attribution 4.0 International License (https://creativecommons.org/

licenses/by/4.0/), which permits use, sharing, adaptation, distribution, and repro­

duction in any medium or format as long as users cite the materials appropriately,

provide a link to the Creative Commons license, and indicate the changes that

were made to the original content.

TABLE 1. Relevant categories from Hawelka (2019) identified in GFI TAP, 2022–2024. The first and second columns indicate the category titles, number

of responses (n), and definitions. The third and fourth columns show example GFI TAP responses in each category.

CATEGORY TITLE

CATEGORY DEFINITION

EXAMPLE RESPONSES TO THE QUESTIONS…

WHAT FACILITATES LEARNING?

WHAT HINDERS LEARNING?

Learning Materials, 6.2

(n = 22)

The lecturer provides helpful learning

resources for self-study.

“the [Learning Management System’s]

page is tidy”

“[we want] more exam-relevant

problems”

Presentation, 1.1

(n = 16)

Lecturers use adequate rhetoric

and visual means to present the

learning material in an intelligible and

stimulating way.

“[Instructor] is very good at explaining

concepts in a pedagogical way”

“[Instructor should] talk slower and

clearer”

Monitoring students’

learning progress, 5.2

(n = 13)

The teacher supports the students

in monitoring their learning progress

through feedback, formative

assessment, and similar strategies.

“Quiz at the end of lecture”

“The lab report seems to be more

work than learning”

General framework, 8

(n = 12)

This category includes all feedback

about the course, the lecturer, and

learning outcomes.

“The small size of the class”

“Classroom: Screens are hard to see,

some screens do not work”

Overall rating, 7

(n = 11)

This category includes the

organizational and curricular

framework of the course.

“Good introduction to different

courses that come later in program”

“Workload of this course more like

10 ECTS than 5”

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