Issues To Consider When Selecting and Administering Feedback Activities
What to think about when deciding the activities to use
- Which of the feedback activities interest me and why?
- Which of the feedback activities seem most conducive to my teaching style and my students' style? Why?
- How will I incorporate these into my courses?
- How will I discuss the results with students such that I am comfortable?
- How can I assure students I am open to listening to their feedback?
In order for feedback to lead to improvement, it should...
- tell you something you didn't know.
- be of value to you so that you want to improve.
- include how to improve.
Initially, Students may be reluctant to give feedback...
- for fear of retribution.
- because they are not accustomed to being asked for their input on a regular basis.
- because it may conflict with how they perceive their role in class.
More to consider
- Ownership increases acceptance, therefore, when instructors are involved in designing the feedback tool, they are more likely to improve their teaching to enhance learning.
- Multiple perspectives or sources increase the credibility of the feedback.
- The more evidence collected, the more likely common themes will emerge.
- Do not ask for feedback before or after a midterm/final exam, unless it is regarding the exam.
Huba, M.E, and J.E. Freed. Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights: Allyn and Bacon, 2000. Print.
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