In a learning institution, it is imperative that students are monitored so as to tell their progress. The supervisors can apply either the informal or the formal monitoring systems. The Australian National University (Para 1) indicates that formal monitoring strategies can include presentations where the students present their findings in seminars or conferences. There are also the periodical tests which are every crucial in telling the strengths and weaknesses of the students. Mid-candidature presentations as well as internal surveys to detect student satisfaction also come in handy. These are good formal ways to test their progress. There are also the informal methods. ANU (Para 2) has it that these can include keeping track on students’ activities such as missing of classes and appointments. Eye contact maintained by the students can also be a good measure as is the use of focus groups. These methods are often decided on by the supervisor and the students might or might not be aware.
Monitoring has to be a two way activity. The supervisors, therefore, have to seek students’ feedback on the level of satisfaction with the different activities. The ANU (Para 3) indicates that the student feedback is important because it can help the supervisors to know the methods of delivery preferred by the students and which ones seem to work better. It also helps the supervisors to rate themselves and know what changes they need to make in their methods so as to deliver as required. In a nutshell, the students’ feedback can be used as a tool to develop or improve the services offered. For this reason, ANU (Para 3) indicates that the students’ feedback should not be looked down upon. It should be used as a tool for improvement of service delivery.
Work Cited
ANU. “Monitoring Student Progress.” Australian National University, 2013. Web. 6th April 2013, http://researchsuper.chelt.anu.edu.au/being-supervisor/monitoring-progress
