Tisha,
You are right. Feedback from several sources is a good thing. Students can provide detailed feedback about course specifics. Others (especially peers who have taught the course before) can provide feedback from a different perspective.
Nice job.
Student feedback provides the most comprehensive feedback to close the loop because it completes the other feedback recieved in department meetings and institution meetings. The student feedback helps to not only know if I've hit the goals and objectives, but the way the information is communicated.
Chris,
Getting feedback from a variety of sources is excellent because we all look at things differently and can provide feedback from a different point of view. Use all the feedback you can get. Providing the extra chat may provide you with even more feedback. Nice job.
Thanks!
Stephen,
You bring up a good point about being honest in your feedback while providing valid feedback. There is a fine line between being honest and too bold at times, but when you put yourself in the students' shoes, you become empathetic at the same time.
I love your bonus question idea. It does provide more insight on the students' thinking and using it in the exam revision process is excellent.
Thanks!
Gayle,
I agree. Getting input from others who have taught the course are as essential as student feedback. In my opinion, the more feedback the better no matter where it comes from. Nice job.
Thanks!
At the school I teach there are faculty, peer and student evaluations for each class. I enjoy the student evaluations and can learn what worked and what did not. The school also grades us for each class we teach and I just learned that they appreciate an extra live chat. This for example is a way that an instructor can move up from meeting expectations to exceeding them. So, this class I provided an extra chat and the students indicated that they really enjoyed it. I am waiting to see what the school thinks?
I think getting honest, valid feedback from the students is critical. I like the idea of the "three clear points, three muddy points" paper, but I think many students will just write something to get it done. To expedite my "panning for gold" to get good feedback, I offer a bonus question at the end of my exam: "what question from the course material did this exam not ask?" it lets me know where the students are, what they think was important, etc. It also helps drive the exam revision process, which needs to be part of the overall iterative cycle.
I think that student evaluations of the course are critical, but not the only feedback that is needed. Feedback from other instructors who have taught the course could provide valuable resources on new ways to present the course content
David,
I totally agree. I just finished a peer review for a colleague who is new to teaching online and I think we both learned something.
It's good to see how others set up online courses, communicate with students, etc. to get new ideas.
Thanks!
I find the evaluation of my peers to be particularly effective. Whether this review consists of classroom observation or a review of my syllabus and online course shell, I find the advice of an experienced colleague creates learning that will allow me to close the loop and improve my course for future students.
Rachel,
Yes, with a Web site or course management system students can provide important information. It is helpful it is anonymous and research has shown that students will provide more comments in an online format instead of face-to-face.
Thanks!
Martin,
End of course evaluations are an excellent way to get students to provide feedback. I always tell my students to tell me at least one thing I can do to make the course better.
It's important to get that feedback during the course as well (formative) and not just at the end. The Start, Stop, Continue method is good for such feedback.
Two to three weeks into the course simply ask the students: What should I start doing? What should I stop doing? What should I continue doing?
You'll be surprised sometimes on what feedback you may get. Thanks for your input.
I think student surveys can be helpful as they are typically done through a website and students feel anonymous and will give much more honest feedback then in a face-to-face interview. Reviewing the material to determine what you wanted to cover and what you acutally covered along with how well the students retained the information would also be very helpful.
all good answers,
I think I would add to the list, that interviewing the student would be the highest feedback for revisions, we have used course or student satisfaction survey's as one method where I teach
Chris,
You bring up a good point. . .when asked by someone they trust. . .it is essential to build that trust and develop a good working relationship. Student input/feedback is essential.
Nice job.
Dr. Crews,
While there is not a single method of feedback that closes the loop I still believe that the best one, and the one least used, is the student interview. I have always believed that by talking informally to students you can find out the most. When asked by someone they trust students are thrilled to share information and make suggestions. I think it is not used frequently enough because many are afraid of what the students will say. It seems to be much easier to use a standardized survey in which the evaluator has some control of the responses.
I really like the point made in this module that the evaluation is a constant cycle that never ends, and I agree that it should use all possible tools.
-Chris
Robin,
Can you elaborate on why you think these things would help you close the loop?
Thanks!
John,
You are correct. I review tests and quizzes each time I give them. If many students miss a questions, I post the question and answers choices and ask students to discuss through a discussion formun/discussion board, which answer is correct. If they can defend their choice and by defending their choice another answer may be correct, I give them the credit. Then, I make sure I reword the question/answers better the next time if I use the same question at some point again.
Thanks!
Using more than one feedback is best.
Include the student with interviews and grades.
Include a peer with interview and assessment.
Link it back to the subject matter and industry
I thought all the sources of closing the loop were important. I think that assessments are important as well although they have not been mentioned in our discussion yet. If (after a major course revision) students are receiving horrible grades and providing negative feedback it may indeed be the instrument itself that needs further modification.
