Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Rebecca L.; Knorr, Kris; Ogrodnik, Michelle; Sinclair, Peter |
|---|---|
| Titel | Seven Principles for Good Practice in Midterm Student Feedback |
| Quelle | In: International Journal for Academic Development, 25 (2020) 4, S.350-362 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sinclair, Peter) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-144X |
| DOI | 10.1080/1360144X.2020.1762086 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Feedback (Response); Student Evaluation; Formative Evaluation; Teacher Attitudes; College Faculty; Educational Principles; Educational Development; Teacher Collaboration; Educational Practices; Teacher Student Relationship; Active Learning; Time on Task; Canada |
| Abstract | Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a 'Course Refinement' and includes consultation with educational developers. As part of a multiphase study investigating teachers' perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson's well-known 'seven principles for good practice in undergraduate education', as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the 'seven principles'. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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