Evaluating an instruction program with various assessment measures

2014 ◽  
Vol 42 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Sarah R. Gewirtz
Keyword(s):  
Teaching Effectiveness ◽  
Student Assessment ◽  
Peer Feedback ◽  
Peer To Peer ◽  
Student Feedback ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Self Reflection ◽  
Learning And Teaching

Purpose – The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. Design/methodology/approach – This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions. Findings – The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students. Originality/value – This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

scholarly journals Let’s Chat - A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion

2017 ◽  
Vol 8 (2) ◽  
pp. 107-111
Author(s):  
Rosalind McFarlane ◽  
Marta Spes-Skrbis ◽  
Anne Taib
Keyword(s):  
Intercultural Communication ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Peer To Peer ◽  
Student Feedback ◽  
First Year ◽  
Spoken English ◽  
Current Trends ◽  
Peer Conversation

This session reports on Monash University’s recently developed Let’s Chat program, delivered at three campuses as a modularised, peer learning opportunity for students from first year to PhD. Involving 3,591 student participants and facilitators in 2015 and 2016, the program responds directly to student feedback and recommendations. Let’s Chat maximises opportunities for peer-to-peer interaction with the aim of increasing participants’ confidence and competence in spoken English and intercultural communication. Informed by current trends in student-centred and peer-assisted learning theory, TESOL and intercultural communication, Let’s Chat is quickly establishing itself as an effective approach to supporting student participation, engagement and sense of belonging in diverse teaching and learning contexts and communities. The session presents a snapshot of the genesis of the program; an evaluation of its implementation; and a summary of emerging outcomes. The session also engages participants in a conversation about how this model might be replicated in other settings.

How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges of a university-wide initiative for sustainability education

2015 ◽  
Vol 16 (5) ◽  
pp. 729-747 ◽  
Author(s):  
Nicholas C Coops ◽  
Jean Marcus ◽  
Ileana Construt ◽  
Erica Frank ◽  
Ron Kellett ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Course Content ◽  
Entry Level ◽  
Early Entry ◽  
Informal Assessment ◽  
Ready Availability ◽  
Sustainability Curriculum

Purpose – Delivery of sustainability-related curriculum to undergraduate students can be problematic due to the traditional “siloing” of curriculum by faculties along disciplinary lines. In addition, while there is often a ready availability of courses focused on sustainability issues in the later years of students’ programs, few early entry-level courses focused on sustainability, broad enough to apply to all disciplines, are available to students in the first year of their program. Design/methodology/approach – In this paper, we describe the development, and preliminary implementation, of an entry-level, interdisciplinary sustainability course. To do so, the authors describe the development of a university-wide initiative designed to bridge units on campus working and teaching in sustainability areas, and to promote and support sustainability curriculum development. Findings – The authors describe the conceptual framework for organising course content and delivery. The authors conclude with an informal assessment of the successes and challenges, and offer learning activities, student assessments and course administration recommendations for consideration when developing courses with similar learning goals. Originality/value – The positive and negative experiences gained through developing and offering a course of this nature, in a large research-focused university, offers knew insights into potential barriers for implementing first-year cross-cutting sustainability curriculum.

Franchise model schools: rethinking educational practices and structures

2019 ◽  
Vol 34 (2) ◽  
pp. 41-44
Author(s):  
Miguel Gonzales ◽  
Maria Roberts
Keyword(s):  
United States ◽  
Assistant Principals ◽  
Grade Level ◽  
Student Assessment ◽  
The United States ◽  
First Year ◽  
Preparation Programs ◽  
Content Type ◽  
Model Schools

Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.

scholarly journals Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing

2021 ◽  
Author(s):  
Masumi Ono
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Peer Feedback ◽  
First Year ◽  
Learning Method ◽  
Self Reflection ◽  
Self Evaluation ◽  
Analytical Skills ◽  
Critical Feedback ◽  
First Year University

In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.

scholarly journals DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE

Neofilolog ◽  
2020 ◽  
pp. 87-104
Author(s):  
Monika Janicka
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Training Program ◽  
Prospective Teachers ◽  
Peer Feedback ◽  
Peer To Peer ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Pre Service Teacher ◽  
Inherent Part

The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers.  

Making sense of student feedback using text analysis – adapting and expanding a common lexicon

2018 ◽  
Vol 26 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Elizabeth Santhanam ◽  
Bernardine Lynch ◽  
Jeffrey Jones
Keyword(s):  
Text Analysis ◽  
Design Methodology ◽  
Statistical Data ◽  
High Volume ◽  
Automated Analysis ◽  
Student Feedback ◽  
Qualitative Information ◽  
Content Type ◽  
Learning And Teaching ◽  
Making Sense

Purpose This paper aims to report the findings of a study into the automated text analysis of student feedback comments to assist in investigating a high volume of qualitative information at various levels in an Australian university. It includes the drawbacks and advantages of using selected applications and established lexicons. There has been an emphasis on the analysis of the statistical data collected using student surveys of learning and teaching, while the qualitative comments provided by students are often not systematically scrutinised. Student comments are important, as they provide a level of detail and insight that are imperative to quality assurance practices. Design/methodology/approach The paper outlines the process by which the institution researched, developed and implemented the automated analysis of student qualitative comments in surveys of units and teaching. Findings The findings indicated that there are great benefits in implementing this automated process, particularly in the analysis of evaluation data for units with large enrolments. The analysis improved efficiency in the interpretation of student comments. However, a degree of human intervention is still required in creating reports that are meaningful and relevant to the context. Originality/value This paper is unique in its examination of one institution’s journey in developing a process to support academics staff in interpreting and understanding student comments provided in surveys of units and teaching.

Qatari students’ pre-college experience with information literacy

2016 ◽  
Vol 17 (1) ◽  
pp. 55-69
Author(s):  
Ethan P Pullman
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Information Needs ◽  
College Experience ◽  
Learning Preferences ◽  
Future Research ◽  
First Year ◽  
Content Type ◽  
Learning And Teaching

Purpose – There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning. Design/methodology/approach – Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term. Findings – Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy. Research limitations/implications – Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn. Practical implications – Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students. Originality/value – This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.

scholarly journals Reframing the effectiveness of feedback in improving teaching and learning achievement

2020 ◽  
Vol 9 (4) ◽  
pp. 1055
Author(s):  
Anne Malar Selvaraj ◽  
Hazita Azman
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Learning Goals ◽  
Learning And Teaching ◽  
Assessment Study ◽  
Teaching Technique ◽  
Teachers And Students ◽  
Future Learning ◽  
Improving Teaching And Learning

Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a lack of clarification about what feedback means and far less clarification on how one should interpret it. Feedback guides students to learn and supports them in order to achieve the aim of the lesson. The goal of this paper is to discuss teacherwritten reviews and obstacles to student feedback in order to recognise the usefulness of feedback in the education domain. Feedback from students illustrates the comprehensions, boundaries and features that knowledge should be compiled and employed to establish work or learning approach. The assessment study renders the appropriate feedback, and, in this manner, the students learn how to accomplish their learning goals. While feedback is not exclusively evaluated, these are the essential ingredients of making evaluation a mechanism for teachers’ and students’ future learning.

scholarly journals Can sustainability audits provide effective, hands-on business sustainability learning, teaching and assessment for business management undergraduates?

2019 ◽  
Vol 20 (7) ◽  
pp. 1191-1219 ◽  
Author(s):  
Kay Emblen-Perry
Keyword(s):  
Real World ◽  
Teaching Effectiveness ◽  
Business Management ◽  
Education For Sustainability ◽  
Business Curriculum ◽  
Pedagogical Approach ◽  
Content Type ◽  
Learning And Teaching ◽  
Hands On ◽  
Hands On Learning

Purpose This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer. Design/methodology/approach This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement. Findings The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process. Research limitations/implications This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions. Practical implications Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates. Originality/value This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.

Student feedback: a learning and teaching performance indicator

2015 ◽  
Vol 23 (4) ◽  
pp. 410-428 ◽  
Author(s):  
Shelley Kinash ◽  
Vishen Naidu ◽  
Diana Knight ◽  
Madelaine-Marie Judd ◽  
Chenicheri Sid Nair ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Student Engagement ◽  
Performance Indicator ◽  
Student Evaluation ◽  
Student Feedback ◽  
Comparative Case Study ◽  
Research Approach ◽  
Multiple Perspectives ◽  
Content Type ◽  
Learning And Teaching

Purpose – The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance. Design/methodology/approach – The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted. Findings – The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes. Research limitations/implications – Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts. Practical implications – The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change. Originality/value – This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

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