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  • View source for Section 5.6 Closing the Feedback Loop - UCD - CTAG
    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 File 5 6 closing the feedback loop jpg class light blue cell Activity 5 6 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What three innovative methods not listed above could be used in your class to close the feedback loop Method 1 input type textarea name Activity 5 6 userform name Activity 5 6 Method 2 br input type textarea name Activity 5 6 userform name Activity 5 6 Method 3 br input type textarea name Activity 5 6 userform name Activity 5 6 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend div class emphasis 1 h2 Resources h2 Fast Feedback http teaching berkeley edu bgd feedback html div br class

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.6_Closing_the_Feedback_Loop&action=edit (2016-02-14)
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  • Revision history of "Section 5.6 Closing the Feedback Loop" - UCD - CTAG
    14 September 2011 Djennings Talk contribs 2 871 bytes 932 cur prev 15 40 14 September 2011 Djennings Talk contribs 1 939 bytes 264 cur prev 15 40 14 September 2011 Djennings Talk contribs 1 675 bytes 1 675 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div The key function of SET is to improve teaching Spencer Schmelkin 2002 Chen Hoshower 20 Retrieved from

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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&oldid=1814 (2016-02-14)
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  • View source for Section 5.7 Sharing Feedback - UCD - CTAG
    To engage in core reflection Korthagen Vasalos 2005 requires reflection at 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 class light blue cell Activity 5 7 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Take the feedback you received from the Task in Section 4 7 and consider the key points this raised input type textarea name Activity 5 7 userform name Activity 5 7 Share this feedback with a colleague does this yield any new insights or suggestions for development br input type textarea name Activity 5 7 userform name Activity 5 7 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend span class back step link Section 5 6 Closing the Feedback Loop Back to 5 6 span span class next step link Section 6

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.7_Sharing_Feedback&action=edit (2016-02-14)
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  • Revision history of "Section 5.7 Sharing Feedback" - UCD - CTAG
    September 2011 Djennings Talk contribs 2 687 bytes 264 cur prev 15 58 14 September 2011 Djennings Talk contribs 2 951 bytes 264 cur prev 15 58 14 September 2011 Djennings Talk contribs 2 687 bytes 2 687 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Smith and Welicker Pollak 2008 report that most lecturers don t seek any support or advice Retrieved from

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.7_Sharing_Feedback&action=history (2016-02-14)
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  • File:Section 5.png - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 14 23 14 September 2011 247 266 6 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 5 Feedback Retrieved from http www ucdoer ie index php title File Section 5 png oldid 1781 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your

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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&oldid=1782 (2016-02-14)
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  • View source for Section 5: Feedback - UCD - CTAG
    Response to Feedback h2 h2 Section 5 4 Interpreting Feedback h2 h2 Section 5 5 Implementing change h2 h2 Section 5 6 Closing the Feedback Loop h2 h2 Section 5 7 Sharing Feedback h2 span class back step link Evaluation Sections Evaluation Sections span span class next step link Section 5 1 Role of Feedback Continue to Section 5 1 span br class clear Category Evaluation Template used on this

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