Optimizing the use of Student Feedback for Effective Learning (original) (raw)

Abstract

Several studies have been done on student evaluation, largely about what it tells us about teachers and teaching. By and large, the studies indicate that such evaluations provide reliable information, though not of a very sophisticated kind. As such, it is used by administration for summative purposes—such as for decisions regarding tenure, promotion, awards--and by students to make judgments for the selection of their courses. Little has been done to explore how and what such evaluations tell us about learning, e.g. how does teacher/teaching effectiveness translate into effective learning? What teacher/teaching characteristics are valued by learners and do these facilitate and contribute positively to desired learning outcomes? Might such correlations be established and how do we measure such outcomes? For such an investigation, it is clearly necessary to look beyond the quantitative feedback which provides only simple information. To extract more meaningful information, a study was undertaken at NUS to ascertain what high numerical scores translate into in terms of positive qualitative comments and teacher/teaching characteristics. The study is based on 2 sample populations: those in the highest 20% band and those in the lowest 20% band of teaching faculty, according to numerical scores. A method for quantifying students' written comments and constructing teacher profiles was devised, and based on the information derived through this method, this paper proposes to investigate the questions raised above. Such information will help the reflective teacher be more aware of learner/learning-friendly ways of teaching and, hopefully, to prompt thinking about ways to make learning more effective and efficient for learners Keywords Student feedback, student learning, teaching effectiveness, student evaluation of teaching

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