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  • 10:10

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  • 1. Learning from Students: AligningOur Teaching and Their Learning Catherine Ross, Wake Forest University Gabriele Bauer, University of Delaware
  • 2. Purpose Provide context for formative student feedback. Define feedback, assessment, formative and summative. Examine various data collection methods. Develop student feedback questions for your courses.
  • 3. Before we start, what do we mean? Feedback Assessment Formative and summative CATs
  • 4. Current practice?  Do you collect formative feedback from your students  How do / would your students respond?  How has the feedback been helpful?
  • 5. Why collect formative student feedback? Collect student perceptions on their learning experience. -- get a sense of the impact of instructional practices on student learning. -- make adjustments during the course. -- consider post-course improvement. Help students become self-aware of their learning and involved. Confirm, explain, correct our self-assessment of instruction – help us better understand the critical link between learning and teaching.
  • 6. Classroom Assessment Techniques (CATs)Approach designed to help instructors find outwhat students are learning in class and how wellthey are learning it: information about change instudent learning.Both teaching tool and assessment device(formative).Reference. Cross, P., & Angelo, T. (1993). Classroom assessmenttechniques.
  • 7. Classroom Assessment Techniques(CATs) Learner-centered Instructor-directed Mutually beneficial Instructional context-specific Ongoing, short-term oriented Non-graded (quick read, don’t agonize) Conducted in class
  • 8. Considerations for Using CATs Explain purpose: What will the students and I learn from this CAT? Ongoing process. Provide feedback regarding CAT to students – make feedback data public: Feedback matters. Anonymous. Feedback informs teaching practice. Changes norms of student involvement.
  • 9. Items Open-ended Questions – Clarification/details – Not all possible responses are known – No statistical analysis Closed-ended Questions – Likert Scale – Multiple Choice – Ordinal – Categorical – Numerical
  • 10. Examples Open-ended, teaching directed: – What could we do to improve your learning in this class? – Start, Stop, Continue – Index card: What’s working? What’s not working? – Brief questionnaire: no more than 12 questions (pace, assignments, use of class time, etc.)
  • 11. Examples Open-Ended, Learning Directed: – Most Important Point, Muddiest Point – Clickers – At what moment in this class this past week did you feel most engaged? Most distant? – What about this class this week surprised you the most? What action by the teacher did you find most helpful? Most confusing?
  • 12. Common Mistakes Too specific Too general Leading Too many items in one question Too many questions
  • 13. Working with Student Feedback - Guidelines Content analysis, look for recurring themes, frequency of comments. Try not to over-generalize (all instruction doesn’t work equally well for all students). Put negative comments in perspective. Focus on student learning (not “do they like me?”). Identify constructive ways to use the feedback.
  • 14. Side Benefits Student perspective of teaching environment – reflective teaching. Sense of community, builds trust: “our class” Student ownership – reflective learners. Reinforcement of what supports student learning (what students do, what the instructor does). Alerts to problems before disaster develops.
  • 15. Caveats Don’t ask questions to which you don’t want the answer. Ask students about aspects of their learning experience that you can do something about and are willing to change. You don’t need to incorporate all students’ suggestions: Pedagogical judgment.
  • 16. Next Steps Decide what you want to assess. Schedule feedback at appropriate times. Encourage meaningful feedback: tell students you will summarize, ask for concrete examples, observable behaviors, give preferences and alternatives Use different techniques through out the term.
  • 17. Sources for Evaluating Teaching Effectiveness Instructor Self Report Student Perception DataColleague Evaluation Student (external) Performance Administrator Peer Evaluation Evaluation (internal) Provided by: Don Wulff, Ph.D., University of Washington, 1995.
  • 18. Student FeedbackIs like a dancer’s mirror.It improves one’s ability to see and improve one’s performance. Alexander Astin, 1993
  • 19. References Classroom Assessment Techniques (CATs) provided by Field-tested Learning Assessment Guide for science, math, engineering, and technology instructors, University of Wisconsin-Madison. Faculty across disciplines talk about why they have used a particular CAT in their teaching and examples are provided. <http://www.flaguide.org/cat/cat.php> Cross, P., & Angelo, T. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. Huba, M., & Freed, J. ((2000). Learner-centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon. Chapter 5. Lang, J. (2007). Did you learn anything? The Chronicle of Higher Education Chronicle Careers, March 5. <http://chronicle.com/jobs/news/2007/03/2007030501c/careers.html> Suskie, L. (2004). Assessing student learning. A common sense guide. Bolton, MA: Anker Publishing. Weimer, M. (1993). Improving your classroom teaching. Newbury Park, CA: Sage Publications. Chapter 7: Assessing their learning and your teaching, pp. 97-122.