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  • Section 5.1 Role of Feedback - UCD - CTAG
    Goldfinch Earl 2008 In the evaluation process however often so much attention is focused on the methods used and on the distribution and collection of data the consideration of feedback and subsequent changes is often neglected Development is only possible when the information gathered is reflected upon and consciously used as part of an aligned set of strategies Edström 2008 Making use of the feedback has a positive impact not only on the lecturer and the module but also on the students engaged in the learning process Theall Franklin 2001 Although there is a documented schism between feedback used for summative or formative purposes Avdor 2006 Nasser Fresko 2001 information in this section relates primarily to more formative SET though may equally apply to open ended items on more summative SET Activity 5 1 How important is the review of SET feedback in your School What procedures are in place to ensure that student feedback is used If there are no mechanisms in place take a moment to consider a system that would ensure feedback was reflected on acted on discussed with colleagues and your School head and the results of this process fed back to students Submit your answers

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.1_Role_of_Feedback (2016-02-14)
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  • Section 5.2 Factors Affecting Feedback - UCD - CTAG
    Tucker Jones Straker 2008 Given that each UCD student is invited to complete one summative survey per module plus whatever formative measures are taken by their lecturers this could potentially result in a large number of teaching related questions per semester Accordingly it is not unlikely that the level of insight and constructive feedback may deteriorate from the early to the later evaluations Keane and MacLabhrainn 2005 suggest that when approaching feedback lecturers should be aware of situational factors that may explain particular results or bias feedback in some way and to keep these issues in mind during analysis One such example was provided by Bartlett 2009 who recounts a lecturer s concern at their consistently low SET ratings despite positive comments in the open ended questions section It was revealed that the wording explaining the rating scale was confusing and was amended now I tell them If you want to nuke me use 1 If you want to praise me put 4 Activity 5 2 Given the potential impact of ineffective feedback can you suggest three ways of actively reducing SET survey fatigue to keep students motivated and the data useful Submit your answers Back to 5 1 Continue

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.2_Factors_Affecting_Feedback (2016-02-14)
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  • Section 5.4 Interpreting Feedback - UCD - CTAG
    mean scores when data do not come from a large normally distributed population Without such a sample there are difficulties calculating accurate confidence intervals and urges caution in using these scores in decision making Echoing Cashin s 1990 recommendation that academics should have some form of clear written guide of how to interpret information Palmer 2011 suggests the Rating Interpretation Guides RIGs system Lemos et al 2010 Neumann 2000 Santhanam et al 2000 Smith 2008 Although the specifics of various RIGs style systems vary the core element is the provision of a norm based set of benchmarks for the ranking or comparison of SET results which are based on units of study that are similar in certain relevant respects e g class size year or level or discipline grouping to the target unit Cashin s second suggestion was to encourage discussion of feedback with an appointed instructional consultant within their own School or College to assist with interpretation and in developing an action plan for implementation Wongsurawat 2011 discusses some important considerations when interpreting qualitative feedback and the problems generated by the necessarily anonymous nature of the SET process One suggestion around this problem of under determination is prior to supplying written comments asking students to rate various attributes of the course using a Likert scale and investigating the correlation of each student s ratings with the class mean Wongsurawat 2011 has proposed a conceptual framework to help determine if any given comment is likely to be a majority sentiment or a minority concern Activity 5 4 Based on the feedback you received from last semester s SFM report what mean scores did you receive on the core questions How did you interpret these What did those scores mean for you Submit your answers Resources Wongsurawat W 2011 What s

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.4_Interpreting_Feedback (2016-02-14)
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  • Section 5.5 Implementing change - UCD - CTAG
    is implementing unnecessary changes because of the need to appear responsive to student views Arthur 2009 It is difficult however for lecturers to select aspects for development based on mean ratings from Likert scale items Hendry Dean 2002 since they provide no specific information on what should be changed to bring about improvement Murray 1997 In response Richardson 2005 corroborates Cashin s 1990 earlier sentiment about the need for academic support for lecturers in analysing and interpreting feedback to identify potential areas for development Once key issues affecting teaching and learning have been identified through consultation or using one of the methods Section 5 3 only a small number should be selected for closer examination It is more beneficial to successfully develop one aspect of the module than to invest time and effort in a large number of small changes and to focus on how to improve students learning experiences rather than the teaching performance Activity 5 5 Based on the method used in the task in Section 5 3 what areas have been identified as potentially problematic Which of these should you focus on What would changes involve Submit your answers Resources Creating an Action Plan http oira syr

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.5_Implementing_change (2016-02-14)
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  • Section 5.6 Closing the Feedback Loop - UCD - CTAG
    After data and comments have been analysed and implemented results and actions should be communicated back to students This should occur as soon as possible Gross Davis 1993 and doesn t have to be overly detailed Some of the issues may be easily and quickly addressed and students should be made aware of efforts taken to resolve these Other issues may not be so easily addressed and may require attention and action over an extended period of time Again students should be informed of the reason for any delay to ensure that they continue to attach value to the evaluative process Keane Mac Labhrainn 2005 By closing the loop students can see the value of their input its positive impact on teaching and are therefore more likely to participate constructively in future evaluation surveys rather than using the process to simply vent frustration Tucker Jones Straker 2008 The strategies for providing feedback to students suggested below are based on information from Griffin and Cook 2009 Keane and MacLabhrainn 2005 and Watson 2003 Activity 5 6 What three innovative methods not listed above could be used in your class to close the feedback loop Method 1 Method 2 Method 3 Submit

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.6_Closing_the_Feedback_Loop (2016-02-14)
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  • Section 5.7 Sharing Feedback - UCD - CTAG
    numerous levels from a person level to professional identity and activities engaged in This can only be fully realised by engaging in supportive dialogue with colleagues and to ensuring that feedback is more than a managerial instrument used for accountability Smith 2005 Smith Krumsvik 2007 Lecturers have to be prepared to open up to other lecturers and to discuss student feedback Smith Krumsvik 2007 to engage in pedagogic discussion between academics and with students via the feedback loop to create an open and transparent culture and more effective development Tucker Jones Straker 2008 As discussed previously in this section failure to draw on peers for assistance with interpretation or development is failure to utilise a highly valuable resource Research has shown that when academics have opportunities to discuss their feedback with a knowledgeable colleague and or educational consultant they are more likely to change their practice Cohen 1980 Irby 1993 Marsh Roche 1994 Murray 1997 Seldin 1989 Tiberius Billson 1991 Activity 5 7 Take the feedback you received from the Task in Section 4 7 and consider the key points this raised Share this feedback with a colleague does this yield any new insights or suggestions for development Submit your

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.7_Sharing_Feedback (2016-02-14)
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  • Section 5: Feedback - UCD - CTAG
    Section 5 4 Interpreting Feedback Section 5 5 Implementing change Section 5 6 Closing the Feedback Loop Section 5 7 Sharing Feedback Evaluation Sections Continue to Section 5 1 Retrieved from http www ucdoer ie index php title Section 5 Feedback oldid 1782 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5:_Feedback (2016-02-14)
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  • Section 6.1 Changing Role of Teaching - UCD - CTAG
    of Higher Education Establishing that academics are professionals Eraut 1994 Earley 2004 Arthur suggests that the proliferation of management ideologies has had a detrimental impact on professionalism by promoting the consumerist needs of students funding agencies and governments Douglas and Douglas 2006 and undermining lecturers own ability tendency for professional development There are clear parallels between the traditional professionalism and the managerialist performativity with the changing emphasis on formative and summative evaluation respectively see Section 3 for information on the Summative Formative distinction Some difference between these two perspectives are listed below figure based on information from Arthur 2009 Activity 6 1 What does it mean for the type and content of evaluation conducted in your School modules What does this mean for you in terms of development Submit your answers Resources Arthur L 2009 From performativity to professionalism Lecturers responses to student feedback Teaching in Higher Education 14 4 441 454 Back To Section 6 Continue to Section 6 2 Retrieved from http www ucdoer ie index php title Section 6 1 Changing Role of Teaching oldid 1827 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.1_Changing_Role_of_Teaching (2016-02-14)
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