Seven Principles for Good Practice in Midterm Student Feedback
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| Title: | Seven Principles for Good Practice in Midterm Student Feedback |
|---|---|
| Language: | English |
| Authors: | Taylor, Rebecca L., Knorr, Kris, Ogrodnik, Michelle, Sinclair, Peter (ORCID |
| Source: | International Journal for Academic Development. 2020 25(4):350-362. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Feedback (Response), Student Evaluation, Formative Evaluation, Teacher Attitudes, College Faculty, Educational Principles, Educational Development, Teacher Collaboration, Educational Practices, Teacher Student Relationship, Active Learning, Time on Task |
| Geographic Terms: | Canada |
| DOI: | 10.1080/1360144X.2020.1762086 |
| ISSN: | 1360-144X |
| Abstract: | Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a 'Course Refinement' and includes consultation with educational developers. As part of a multiphase study investigating teachers' perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson's well-known 'seven principles for good practice in undergraduate education', as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the 'seven principles'. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276741 |
| Database: | ERIC |
| Abstract: | Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a 'Course Refinement' and includes consultation with educational developers. As part of a multiphase study investigating teachers' perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson's well-known 'seven principles for good practice in undergraduate education', as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the 'seven principles'. |
|---|---|
| ISSN: | 1360-144X |
| DOI: | 10.1080/1360144X.2020.1762086 |
