Feedback Using Student Feedback to Improve Teaching Emad Mansour, - - PDF document

2/3/2020 1

Always ask for …………, even when it may not be what you would like to hear. It may enable you to realize something you need to know.

Feedback

Using Student Feedback to Improve Teaching

Emad Mansour, Ph.D.

Academy for Teaching and Learning Excellence emansour@usf.edu

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Objectives

• Identify different sources for student

feedback

• Identify tools and practices for using

student feedback to improve teaching

By the end of this presentation, participants will be able to:

Where can we look for feedback?

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Brookfield’s Four Lenses for Reflective Teaching

• Autobiography (Reflective portfolio,

Philosophy, Narrative, Video-record)

• Theory (literature)
• Colleague’s perceptions (Peer Review)
• Student’s eyes

Steven Brookfield, 1995

Sources?

• Classroom informal assessment

(CATs) (ongoing)

• Reflective feedback (ongoing)
• Mid-semester feedback (half-way)
• End-of semester evaluation (at the end)
• ?

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• Classroom informal assessment

(CATs)

• Reflective feedback
• Mid-semester feedback (half-way)
• End-of semester evaluation (at the end)

Sources

• Brief, non-credit, effective, direct,

formative classroom activities, used before, during, and after learning process, to assess and improve student learning, to clarify and improve your teaching. Classroom Assessment Techniques CATs

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Examples

• Focused listing
• Think, pair, share
• Concept maps
• Background

knowledge probe (BKP)

• Clickers
• Directed paraphrasing
• One sentence summary
• Questions and answer

pairs /shuffled questions

• Approximate analogy
• Empty Outline
• One minute paper
• The muddiest point
• Quote -1

Handout- short list

Concept maps BKP Focused Listing

CATS

Classroom Activities Brief Formative Non-credit Before, during, after teaching feedback about student learning Clarify & Improve Teaching Improve Student Learning

done when that are that provide Which include to to

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• Classroom informal assessment

(CATs)

• Reflective feedback
• Mid-semester feedback (half-way)
• End-of semester evaluation (at the end)

Sources

Learning Audit

“A three-item response sheet administered after a class asking students: 1) What do you know that you didn’t know this time last week? 2) What can you do that you couldn’t do this time last week? 3) What could you teach someone else to know or do that you couldn’t have taught them this time last week?”

Brookfield, 2012

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Critical Incident Questionnaire

• Final 5 min. of last class of week
• Summary provided at start of the first class the

following week – Common themes Benefits:

• Clarifies confusions and ambiguities early before

they are disasters

• Encourages students to be reflective learners
• Builds trust in teachers
• Provides possibilities for our development

Handout- CIQ Activity

Exit Interview

• What are the most important new skills that you

gained from taking this course?

• How your ideas about X changed after taking this

course

• What was the least significant topic (s)?
• What helped you learn?
• What hindered your learning?
• What advice you would give to future students?
• What question remains unanswered?

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• Classroom informal assessment

(CATs)

• Reflective feedback
• Mid-semester feedback (half-way)
• End-of semester evaluation (at the end)

Sources

Mid-Semester Feedback

Group Instructional Feedback Technique (GIFT) Informal Early Feedback (IEF) Interim Course Feedback System (ICF) Keep Doing, Quit Doing, Start Doing (KQS) Midterm Student Feedback (MSF) Mid-Semester Student Feedback (MSF) Online Mid-semester Feedback Quick Course Diagnosis (QCD) Small Group Instructional Diagnosis (SGID) Small all Grou

• up Ins

nstr tructio ional al Fe Feedback (SG SGIF) Student Feedback through Consensus (SFC) Teaching Analysis by Students (TABS)

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What is SGIF?

• A Confidential formative evaluation in which

voluntary and anonymous student perspectives about the course and the teaching are gathered in class at mid-term by a consultant in absence of the instructor.

• The instructor is provided with a summary of

student responses with additional comments

• n how to improve teaching at same semester.

The SGIF Process

3 basic questions. Students write down the thoughts of their groups.

– What is going well so far in this class? – What suggestions do you have for improvement? – Additional comments?

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Alternatives

• Online Surveys

– Canvas anonymous survey (under Quizzes) – Qualtrics survey

• Classroom informal assessment

(CATs)

• Reflective feedback
• Mid-semester feedback (half-way)
• End-of semester evaluation (at the end)

Sources

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End of Semester Evaluation

• Description of Course Objectives and Assignments
• Communication of Ideas and Information
• Expression of Expectations for Performance
• Availability to Assist Students In or Out of Class
• Respect and Concern for Students
• Stimulation of Interest in the Course
• Facilitation of Learning
• Overall Rating of the Instructor
• Please provide any additional comments with respect to

– "Instructor Name." – "Course Title."

Improving Student Response Rate

To prevent only stronger opinion responders:

• Climate (friendly and respectful)
• Talk about the value of SET in class
• Remind students/personal emails
• Midterm evaluation (+ Xplorance questions)
• Provide a 10 min. period during the evaluation

window (14 d).

• Ask for screen shot confirming completion
• Extra credit or bonus points?
• Drop a low assignment grade (if >80%)

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Summary

• Classroom informal assessment

(CATs)

• Reflective feedback (CIQ- Learning Audit- Exit

interview)

• Mid-semester feedback (SGIF- Online-

After hour group)

• End-of semester evaluation (talk about

it- friendly environment- interpret wisely)

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• From: S.D. Brookfield Becoming a Critically

Reflective Teacher. San Francisco: Jossey-Bass, 1995.