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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

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  • View source for Section 5.4 Interpreting Feedback - UCD - CTAG
    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 class light blue cell Activity 5 4 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Based on the feedback you received from last semester s SFM report what mean scores did you receive on the core questions input type textarea name Activity 5 4 userform name Activity 5 4 How did you interpret these br input type textarea name Activity 5 4 userform name Activity 5 4 What did those scores mean for you br input type textarea name Activity 5 4 userform name Activity 5 4 h3

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.4_Interpreting_Feedback&action=edit (2016-02-14)
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  • Revision history of "Section 5.4 Interpreting Feedback" - UCD - CTAG
    264 cur prev 15 25 14 September 2011 Djennings Talk contribs 4 340 bytes 1 cur prev 15 25 14 September 2011 Djennings Talk contribs 4 339 bytes 264 cur prev 15 25 14 September 2011 Djennings Talk contribs 4 075 bytes 4 075 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div For many staff the output from SET is not developmentally useful One

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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&oldid=1806 (2016-02-14)
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  • View source for Section 5.5 Implementing change - UCD - CTAG
    changes to implement is a concern as 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 class light blue cell Activity 5 5 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Based on the method used in the task in Section 5 3 what areas have been identified as potentially problematic input type textarea name Activity 5 5 userform name Activity 5 5 Which of these should you focus on What would changes involve br input type textarea name Activity 5 5 userform name Activity 5 5 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend br class clear div class emphasis 1 h2 Resources h2 Creating an Action Plan http oira syr edu oira private pdf Action pdf div span class back step link Section 5 4 Interpreting Feedback Back to 5

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.5_Implementing_change&action=edit (2016-02-14)
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  • Revision history of "Section 5.5 Implementing change" - UCD - CTAG
    33 14 September 2011 Djennings Talk contribs 2 775 bytes 264 cur prev 15 33 14 September 2011 Djennings Talk contribs 3 039 bytes 264 cur prev 15 33 14 September 2011 Djennings Talk contribs 2 775 bytes 2 775 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Positive or negative comments alone do not automatically lead to module improvements Saroyan Retrieved from http

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  • File:5.6 closing the feedback loop.jpg - UCD - CTAG
    appeared at that time Date Time Thumbnail Dimensions User Comment current 15 50 14 September 2011 491 652 109 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 5 6 Closing the Feedback Loop Retrieved from http www ucdoer ie index php title File 5 6 closing the feedback loop jpg oldid 1810 Page tools Printable version A Z glossary

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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

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