Course evaluations nov 3
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Quick advice on seeking and using student feedback on teaching.
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Course evaluations nov 3
- 1. Jenni Hayman Educational Developer Feedback is a gift… Photo: Flickr Creative Commons: Kristina Alexanderson
- 2. Modified Photo: Flickr Creative Commons Barbara Agnew
- 3. Why seek feedback? What are the benefits? What are the challenges? Students Faculty Administrators
- 4. Research Shows… Gravestock, P. & Gregor-Greenleaf, E. (2008). Student Course Evaluations: Research, Models and Trends. Toronto: Higher Education Quality Council of Ontario. (freely published PDF)
- 5. Select observations “Our findings suggest that no matter the reliability and validity of the evaluation instruments themselves, the policies, processes and practices at an institution determine the degree to which evaluations are an effective measure of teaching quality.” (p.6) “The quantifiability and comparability of most course evaluations makes the imprecise art of evaluating teaching seem more objective and manageable.” (p.9) “To be most effective in improving teaching, assessment should be both continuous and formative and evaluated in the context of an instructor’s personal goals for teaching improvement.” (p.16)
- 6. Early Formative Feedback Photo: Flickr Creative Commons Gynti_46
- 7. Early Formative Feedback Methods Dialogue (face-to-face or discussion forums) Survey (not anonymous) - Teaching moment about positive critical feedback methods Partner with students to define effective teaching Maintain trust Benefits Challenges
- 8. Summative Feedback Prepare students for surveys they will be asked to complete (know what you intend, how and what your institution will be asking students each term). Ensure that students know exactly how the feedback will be used Encourage students to seek and participate in college evaluation projects Partner with administrators and your student administrative council about teaching evaluation processes
- 9. Final thought… Faculty members should be provided with regular opportunities to give feedback to their institutions about elements that affect their work…teaching and learning support for them, student support for students, technical support, working conditions, facilities, online course design, learning management systems, and professional development opportunities
Editor's Notes
- No matter the course delivery or design, face-to-face, blended, fully online, faculty members want to be better teachers with every course they deliver. Actively seeking, and truly considering feedback from students and peers is one way for this continuous improvement to occur. While feedback is a gift, it can also feel like a punishment if the giver is not skilled in framing criticism. I’d like to briefly explore your experiences with feedback, and provide you with a few ideas to consider.
- I was asked to prepare a presentation on Strategies for Collecting and Responding to Student Feedback on your Teaching. In my experience, seeking feedback about teaching, asking the right questions, analyzing and interpreting data, and using findings for improvement is not a simple task. For purposes of scope, let’s focus specifically on teaching (there are many other elements to a student’s learning experience).
- First of all, what are the motivations for seeking feedback? Generally teachers and administrators want to know if students are satisfied with their teachers, and if not, how might teaching be improved? What do you imagine (or what is your experience) of some of the benefits and challenges of seeking feedback about teaching from the perspective of these three stakeholder groups?
- This is a comprehensive literature review that provides some great observations and recommendations.
- Summative, quantitative student course evaluations (likert ratings for example), are only one category of data that may be used to consider teaching/teacher effectiveness. Qualitative data, preceded by a conversation with students about the purpose of the data, examples of effective and ineffective types of feedback, and assurance of what will be done with the data are helpful. Additional data such as classroom observation, and faculty peer evaluation may provide valuable information. All data should be gathered, analyzed, and interpreted in a consistent manner for all faculty in partnership with an experienced teaching and learning coach. Opportunities should be provided for both students and faculty to contextualize concerns with teaching effectiveness. Formative, ongoing feedback may be sought as part of a faculty member’s relationship with his or her students. Care should be taken to demonstrate that the feedback has been received, and that action will be taken if there are significant concerns.
- Comparing feedback with worms is a little weird, however, the early bird catches the worm proverb may have some relevance to teaching. Seeking student opinion, providing students with a voice in course design and delivery when methods and approaches can still be adjusted may be a core element for success in gathering, considering, and acting on student feedback
- Benefits, deepens the teaching and learning relationship, provides a learner-centred approach, forges communication paths in case of student challenges with progress Challenges, if a teacher asks “how am I doing?” they have to be prepared to make adjustments, have to be prepared for some negative feedback, have to be prepared to manage “group think” and review themselves openly in partnership with students, also have to know exactly what student support services are available in areas where they cannot help a student, e.g. “that is out of my control, but I know who to ask”
- How may of you know the name of the College President? How many of you know the name of the Student Union President? It’s important to know both.