Literaturnachweis - Detailanzeige
| Autor/in | Diamond, Miriam Rosalyn |
|---|---|
| Titel | The Usefulness of Structured Mid-Term Feedback as a Catalyst for Change in Higher Education Classes |
| Quelle | In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 5 (2004) 3, S.217-231 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-7874 |
| DOI | 10.1177/1469787404046845 |
| Schlagwörter | Evaluation Methods; Teaching Methods; Teacher Evaluation; Student Evaluation of Teacher Performance; Educational Change; Feedback; Student Attitudes; Higher Education; College Faculty; Teaching Styles |
| Abstract | Structured mid-term feedback allows teaching staff to evaluate their effectiveness from the student perspective while the term is in session. Why do lecturers participate in these programs? What do they feel they learn as a result? How do they use the information gathered? Do these programs promote change in the way classes are conducted? At one university, a study was conducted to find out. Over two years, 82 Small Group Instructional Diagnoses (SGIDs) were conducted for staff in a range of disciplines. End-of-term surveys of participating lecturers revealed that this procedure increased their understanding of how students respond to their instructional methods. As a result, lecturers refined grading procedures, implemented new approaches to conducting classes, clarified their expectations of students, and refocused content emphasis. They also indicated that they intended to amend the way they teach future courses in an effort to increase effectiveness. (Author). |
| Anmerkungen | Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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