READ | TEACHING @ | ASSESSING TEACHING
what | why | when | how | feedback
FEEDBACK
Using the Feedback You Collect
There is a quote I like about not asking a question unless you can take responsibility for hearing the answer, which I think would be nice to use here, but it also may have the effect of encouraging readers not to ask questions about stuff they either can’t change or aren’t willing to change for whatever reason.The data you gather should point toward things that are working well in your learning environment, and things that are not working well. It is important to note that understanding what works well in your course is just as important as understanding what does not. You can use the feedback to make adjustments to your teaching style and teaching methods, with the ultimate goal of improving student learning.
What kind of adjustments might you make? They might be very small, e.g. writing key terms on the board more consistently, or rethinking how you word a test question for the next time you ask it. They may also be larger, e.g. developing a series of assignments to replace one of your exams, or searching for/developing better support materials for the class. Some adjustments can be made right away, and others may have to wait until another quarter. What exactly you choose to do will depend on your specific situation, the feedback you collect, and what it tells you.
In addition to using feedback to improve your teaching methods, you can use your feedback for summative purposes, to document your effectiveness as a teacher (e.g. when preparing your tenure dossier, or applying for jobs after graduate school). Your teaching experience will be strengthened by specific examples of feedback and how you responded to it in order to create a better learning environment for your students.
REFERENCES
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA
Berk, R.A. (2005) Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education. 17 (1): 49-62. Retrieved at http://www.isetl.org/ijtlhe/pdf/IJTLHE8.pdf on June 6, 2007.
Huba, M. E., & Freed, J. E. (Eds.). (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn & Bacon, MA
McKeachie, W. J. (1986). Teaching tips: A guidebook for the beginning college teacher.DC Heath and Company, Lexington, MA
Walvoord, B. E. (2004). Assessment clear and simple.: Jossey-Bass, San Francisco, CA
Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment
 previous page |
