Student Feedback of Instruction

Slides:



Advertisements
Similar presentations
Developing an Outcomes Assessment Plan. Part One: Asking a Meaningful Question OA is not hard science as we are doing it. Data that you collect is only.
Advertisements

Northern Convening Butte College April 26, 2013 College Team Facilitators’ Presentation Student Support (Re)defined.
I will ensure that the classroom environment is a nurturing and supportive one where children feel safe and cared for and want to learn.
Providing Constructive Feedback
Volunteer Recognition Honoring and recognizing individuals for their unique contribution to educational program efforts Honoring and recognizing individuals.
Putting It all Together Facilitating Learning and Project Groups.
Project-Based Learning
Student (and other) Course Evaluations Response Rates, Relevance and Results Kathleen Norris Plymouth State University, NH.
Crysten Caviness Curriculum Management Specialist Birdville ISD.
Data Collection and Preliminary Analysis Our survey addressed the first two of the questions presented in this study. The Qualtrics survey was framed by.
Assessment & Evaluation Committee A New Road Ahead Presentation Dr. Keith M. McCoy, Vice President Professor Jennifer Jakob, English Associate Director.
Stakeholder Engagement during Implementation of Universal MSI Screening in a Large Healthcare System Stakeholder Engagement during Implementation of Universal.
LeMoyne-Owen College December 16, 2009 Mimi Czarnik, Professor of English and Dean of Humanities Becky Burton, Associate Professor of Biology Alverno College,
Syllabus Writing Workshop Summer, Introduction Tom McCambridge Tom McCambridge Assistant Professor in the School of Education Assistant Professor.
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
Self assessment Your name goes here Your course position goes here Your totem goes here, you may use a build if you desire.
Kerry Cleary An evaluation of the impact of Values Based Interviewing at the OUH Values Based Conversations and wider engagement strategies.
Including School Stakeholders. There are many individuals and groups associated with schools and many of these people are likely to have valuable ideas.
IDEA STUDENT EVALUATION REPORTS Insight Improvement Impact ® Using IDEA as a Tool for Reflection about Your Teaching Raritan Valley Community College January.
NE-II-108 Eagle Patrol Before we get going let me explain my totem.
Self assessment Bill Hutchins & A J Kendrick 1. Objectives Understand the importance of self assessment in maximizing your leadership potential. View.
Bill Hutchins & A J Kendrick
Team Rewards The Peer Evaluation Process. Your rewards Assessed by instructor Assessed by your team peers.
Virtually Indistinguishable: Keeping Course integrity while changing to an online format Jenny C. Wells, Ph.D. and Drue E. Narkon, Ph.D. University of.
Teacher Teaching Student Learning By Megan Dreffs.
STRATEGIES FOR BUILDING POSITIVE STUDENT-INSTRUCTOR INTERACTIONS IN LARGE CLASSES OSCAR J. SOLIS AND WINDI D. TURNER PRESENTED BY AMY STONGER APRIL 21,
SUPPORTING PEOPLE PROVIDER FORUMS Evaluation of Supporting People customer Engagement Pilot work 1.
Self assessment R. Steven Lang ASM Physical Arrangements Your totem goes here, you may use a build if you desire N
Research Principles in VET Formulating Research Problems and Research Questions.
HCA 497 MART Experience Tradition /hca497mart.com FOR MORE CLASSES VISIT
HCA 497 NERD Real Success HCA 497 Entire Course (Ash) FOR MORE CLASSES VISIT HCA 497 Week 1 DQ 1 U.S. Health Care System vs. Other.
Student feedback Your feedback provides real insight into the student experience and feeds into university processes and policies Feedback helps us:
Learning Assessment Techniques
Assessing Learning Outcomes
SCHOOL BASED SELF – EVALUATION
2016 NC Teacher Working Conditions Survey Results
Learning-focused relationships
Working with Scholarly Articles
M-LANG project  Ref. n NO01-KA Interactive Exchange Workshop on how to use response systems and ICT tools for creating interactive learning.
Assessment & Evaluation Committee
An Introduction to Motivational Interviewing
Teaching Students About Audit Reports: An Interactive Approach
Leveraging the Work of Mathematics Leaders
Theresa Fraser’s Teaching and Learning Philosophy
Personal Goals and Aspirations as a Council Member
Professional and Curriculum Development Survey
Formal Analytical Reports
Melbourne Centre for the Study of Higher Education
Why bother – is this not the English Department’s job?
THE JOURNEY TO BECOMING
Building Engagement in Course Evaluation
Diagnostic Essay Feedback Analysis
High-Leverage Practices in Special Education: Assessment ceedar.org
Ed 11: Beginning Field Experience
Working Together WORKSHOP 4
Working Together workshop 4
Analyzing Student Work Sample 2 Instructional Next Steps
Parent-Teacher Partnerships for Student Success
Assessment & Evaluation Committee
ASSESSMENT Presented by Kaushal Singh, Ph.D.
“WHAT IS WHERE, WHY THERE, & WHY CARE?”
Lecturette 1: Leveraging Change through Strategic Planning
Lecturette 1: Leveraging Change through Strategic Planning
Professor Lindsay Henning Program Director,
Measuring Success: Evaluating Community Initiatives
Pedagogical Practice, Shift, and Professional Growth in Online Courses
Reading Street & Assessment
Learning Community II Survey
COURSE EVALUATION Spring 2019 Pilot August 27, 2019.
Presentation transcript:

Student Feedback of Instruction In order to address our concern about low SFI rates, we investigated possible challenges, problems, and or questions surrounding low Student Feedback of Instruction (SFI) rates. First we asked “Why is this important?” and “Why do we care about this?” in order to diverge possible questions. Ladder of Abstraction Response Rates…Meaning of Life! Defer Judgment Combine and Build on Ideas Seek Wild Ideas Go for Quantity

How might we better understanding what’s happening in the classroom? How might we understand student perception of their learning? How might faculty use student feedback to improve instruction? How might faculty use student feedback to improve learning? How might we determine whether the SFI impacts instruction? How might we motivate students to complete the SFI? How might we communicate the importance of student feedback to students? How might we communicate the importance of student feedback to faculty? How might we better help students recognize how important their feedback is to us? How might we create an environment where students feel comfortable and safe to provide feedback anytime (empowered vs. entitled)? How might we prove to students that their feedback is valuable to us? How might we understand what students care about/ how they might care? How might we create feedback opportunities that are meaningful to students? How might we create feedback from students that is meaningful to faculty? How might we communicate the value of the SFI to students? How might we instill the value of completing the SFI? How might we create a meaningful process for students and faculty? How might we create and communicate a clear SFI process? How might we clearly communicate to students how SFI affects them (including how it does not affect their final grade)? How might we help students gain an assurance that we want their How might we create questions that are meaningful and appropriate for students to answer? How might we create feedback questions appropriate/ specific to specific courses/ programs? How might we ask different questions at different points in the semester that offers ongoing and meaningful feedback to both students and faculty? How might we move from a “forced” feedback to a valuable and desired continuous process? In what ways does the SFI inform faculty evaluations? How might we better capture student feedback? How might we help faculty better inform students about SFI and the process?

How might we identify the SFI stakeholders? How might we include students as important stakeholders? How might we capture student perspective/ opinion on providing feedback? How might we determine how come response rates vary from instructor to instructor (department to department)? How might we investigate how faculty impact response rates? How might there be a relationship between student feedback and instructor in “real time”? How might there be an ongoing feedback loop? How might we determine the purpose of the SFI (tool versus feedback)? How might we fully understand our SFI history? How might we understand our history and changing practices in relation to our changing student population? Next we asked “What is stopping us?” in order to diverge further questions: How might we determine the validity of the SFI tool? How might we determine how students want to be asked for feedback? How might we understand Rate My Professor contribution rates and student uses of the website? How might we understand student perception/ value in Rate My Professor? How might we understand what information students would want to have access to? How might we investigate how current student feedback is/could be valuable or important to future students? How might we explore the potential of providing information to students? How might we determine whether adjusting the SFI will lead to more meaningful feedback? How might we determine what “meaningful” feedback is? How might we collect unbiased feedback/ create a whole picture of what’s happening in a classroom? How might we understand why students aren’t completing the SFI? How might we understand why students do complete the SFI? How might we determine/ decide who “owns” the SFI process (faculty?)?

Next we aked “What is stopping us Next we aked “What is stopping us?” in order to diverge further questions: How might we determine the validity of the SFI tool? How might we determine how students want to be asked for feedback? How might we understand Rate My Professor contribution rates and student uses of the website? How might we understand student perception/ value in Rate My Professor? How might we understand what information students would want to have access to? How might we investigate how current student feedback is/could be valuable or important to future students? How might we explore the potential of providing information to students? How might we determine whether adjusting the SFI will lead to more meaningful feedback? How might we determine what “meaningful” feedback is? How might we collect unbiased feedback/ create a whole picture of what’s happening in a classroom? How might we understand why students aren’t completing the SFI? How might we understand why students do complete the SFI? How might we determine/ decide who “owns” the SFI process (faculty?)?

Why do we care? How might we better help students recognize how important their feedback is to us? How might we create an environment where students feel comfortable and safe to provide feedback anytime? How might we prove to students that their feedback is valuable to us? How might we understand what students care about? How might we create feedback opportunities that are meaningful to students? How might we create feedback from students that is meaningful to faculty and deans?

Why is this important? How might we determine whether the SFI impacts instruction? How might we motivate students to complete the SFI? How might we communicate the importance of student feedback to students? How might we communicate the importance of student feedback to faculty? How might we better help students recognize how important their feedback is to us? How might we include students as important stakeholders?

What is stopping us? How might we determine whether adjusting the SFI will lead to more meaningful feedback? How might we determine what "meaningful” feedback is? How might we collect unbiased feedback in order create a whole a picture of what’s happening in a classroom? How might we understand why students aren’t completing the SFI? How might we understand why students do complete the SFI?