The usefulness of structured mid-term feedback as a catalyst for change in higher education classes

Abstract

Structured mid-term feedback allows teaching staff to evaluate their effectiveness from the student perspective while the term is in session. Why do lecturers participate in these programs? What do they feel they learn as a result? How do they use the information gathered? Do these programs promote change in the way classes are conducted? At one university, a study was conducted to find out. Over two years, 82 Small Group Instructional Diagnoses (SGIDs) were conducted for staff in a range of disciplines. End-of-term surveys of participating lecturers revealed that this procedure increased their understanding of how students respond to their instructional methods. As a result, lecturers refined grading procedures, implemented new approaches to conducting classes, clarified their expectations of students, and refocused content emphasis. They also indicated that they intended to amend the way they teach future courses in an effort to increase effectiveness.

Keywords

change effective teaching evaluation feedback improvement

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