5-Course Feedback Survey

Great feedback from peers and instructor. This interaction to me means a lot since that is how I measure myself how much knowledge I am gaining and what part is that one that I need to put more attention to.

Overall, I have been very impressed with how this course is going so far. I appreciate having a short presentation on the topic each week then having the opportunity to discuss the topic with other group members. I have learned a lot from the readings as well as from other group members. By having everyone share their ideas and thoughts, I feel that I have gotten more out of this course than I had expected. With everyone coming from different educational backgrounds and experiences, it has been interesting to be exposed to different ideas and perceptions on some of these topics. In addition, having group members question and challenge my ideas have promoted me to think more in-depth and explore more closely about the topics. As of right now, there seems to be no issues with my group. Everyone participates in weekly discussions as well as writing the summary. Ideas and opinions are shared in a respectful manner

In summary, this course has really educated my view of being a teacher as well as being able to interact with today’s diverse and fluctuating educational setting. Therefore, the discussions were very good ways in understanding how

Unfortunately there was a second thing I did not like, which was that one of our team members decided to drop out of the course in the middle of our project which made us change some of our workload responsibilities. However looking back, I believe that was the right choice for her at that time which I cannot change.

Due to the ongoing nature of it, formative assessment allows me to stay more aware of student progress and any difficulty as it

I can say that I really like the structure of the class, and it was very interesting. Meaning that I didn’t see anything that I don’t like from the class exercises, readings, discussions and assignments.

Following an end of term student evaluation ‘student satisfaction’ specifically the need to facilitate ongoing student progress and development was identified as a business area that required improvement. Students requested feedback to be provided on an ongoing basis, in addition to the end of term progress reports. The rationale behind this request was to create a learning environment which enables students to address key problem areas and demonstrate consistent improvement throughout the term. As such, introducing an ongoing feedback mechanism to support student learning and

In your units, please include a minimum of two formative assessments and one summative assessment. The formative assessments should identify the critical content knowledge and skills, and suggest a formative assessment technique necessary to monitor student comprehension. This is critically important for first and second year teachers. If first and second year teachers are not provided the key “stop light” moments, they are likely to breeze by critical precursory knowledge and skills, and then be disappointed when students do not perform well on summative assessments. The summative assessment should be designed to produce a data point (i.e. grade) that aligns with standards and standardized assessments, and may be used by a data team as part of a Response to Intervention process. The summative assessment should be common; the expectation is that all teachers instructing the course administer the common summative assessment, calibrate assessment practices, meet in PLC groups to review/discuss student work, and identify students for tier 1 and tier 2

For this course, we have developed assessment protocols to gauge the effectiveness of the curricula for future improvement. Each class activity was assessed either by an open discussion or by an evaluation assessment form, such as a minute paper (23). By the end of the course, a summative class evaluation was performed through a comprehensive assessment form, which included assessment of each activity on its strong points, weak points, effectiveness of the teaching style, usefulness of course material, career development helpfulness, and more. Invoking the product-process mechanism (24), the areas where pedagogical activities still needed improvement were identified in order to more successfully apply teaching strategies in the future.

The author of this response has been asked to pen a self-reflective essay that addresses five main points. These points, in order, are where the author of this response improved the most over the course of the class, to provide an evaluation of the work the author did and an explanation of how the work could have been performed better, topics that have been identified that the author did not understand or were not successful in trying to implement and how the course work could have been better, ways the author would measure future success based on what has been learned in the course and whether the author achieved the course objectives.

Feedback allows the opportunity for both the teacher and the student to gain insight to what things that did that were impactful and those they could use a bit of editing or refinement. Feedback is helpful as it provides the trainer/student to get ideas or insight they may not have known or even thought about. The best part about feedback is that, if done well, can make the learning environment better for both parties. “Receiving feedback enables the learner to close a critical gap, specifically the gap between current status and a more desirable level of achievement” (Hattie & Yates, 2014, p. 66). For the student, feedback can be a means of guidance, to help them understand that they are headed in the right direction or steer them on the

In this research paper, I tried to go in depth about instructor’s feedback. In the first part of the paper, I will discuss about the nature and importance of instructors feedback. In the second part of the paper, we will address what students think of instructors’ feedback they receive, including in online classes. Through analysis of interview data, I will answer the following research question: What are international students’ perceptions of instructor feedback at a U.S. university?

The highest favorability of 90% was enjoyed by two questions. Ninety percent of students also felt that the “Dot Method” aided students in developing critical thinking about the course material. Over 90% of students

According to Fielding et al. (2010), ‘over the last few decades universities in many countries have been increasing the amount of feedback they gather from their students’ due to the increased importance of maintaining high standards in higher education. A high calibre of students combined with a vast number of higher education institutions to choose from, means that there is more motivation for such institutions to aim for a quality of learning higher than in previous years and superior to perceived competitors. There is a great deal of debate surrounding the NSS and the use of internal feedback in universities across the UK.

I think this course has more prepared me for teaching in higher education through providing various perspectives and considerations around diverse challenges within a teaching and learning environment. This course taught about effective teaching practices that encourages a teaching professional to