Feedback
Unlike evaluation (conducted at the end of a course), feedback refers to collecting data that inform you of your teaching effectiveness: are you getting your message across to students during class? Some of these best practices for informal feedback may overlap with more formal evaluations.
Resource |
Summary |
Improving Your Teaching with Feedback (pdf) |
Chapter 14 discusses sources of feedback (students, self, peers, colleagues, consultants, and experts), types of evaluation (summative or formative), and resources for feedback (audio and video media). Other chapters in the FSU series are equally good. |
Feedback for greater teaching efficiency |
This resource suggests five techniques for improving quality and quantity of feedback about teaching: 1) classroom interaction, 2) look for error patterns in student work, 3) check student comprehension through classroom tasks, 4) ask student directly, and 5) invite an observer to visit the classroom. |
Methods of monitoring your teaching effectiveness |
This resource offers ways to gain feedback from students, self, consultants, and colleagues through early evaluations, ongoing feedback, classroom techniques, audio/video recordings, observers, and portfolios. Each topic has a link to more detail. |
Feedback other than Evaluations |
This resource provides numerous suggestions for feedback other than course end evaluations such as soliciting student opinions during class. It covers how to respond to student feedback and check whether your messages are getting through. |
Evaluating your own Teaching |
This resource recommends reasons to evaluate and sources of data (self, audio/video, students, assignments, and observers), but contains lots of suggestions around each. |