Take a closer look at any scores that stand out as unusual. Look for patterns. Pay attention to scores that are higher or lower than expected or that reflect unusual patterns over time or between courses. Investigate the reason by revisiting context.
Focus on an instructor's scores across different types of courses.
An occasional low rating is to be expected, but a long-term pattern of low scores might signify something to be concerned about and whether, for example, there is bias or contextual circumstances at play (i.e., the instructor is consistently tasked with teaching difficult or required courses) and/or if the instructor may require guidance from one of the academic support units (i.e., the Centre for Teaching Excellence).
Focus comparisons on sections of the same course over time.
Comparing scores from a first-year course to those from a fourth-year class is not useful. Similarly, scores from an undergraduate course should not be compared to scores from graduate-level courses.
Focus on patterns of results within courses over time, rather than single assessments, but exercise caution in making comparisons.
A single assessment might indicate areas of potential strength or weakness, but patterns of results help to identify trends.
Avoid comparing online and in-class courses.
Scores for online courses tend to be lower than scores for in-class courses.
Avoid focusing on small decimal differences (e.g., 4.2 vs. 4.3).
Small differences of a decimal point or two are not meaningful.