Feedback is one of the most powerful influences on learning and achievement, but this impact can ... more Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Feedback has no effect in a vacuum; to be powerful in its effect, there must be a learning context to which feedback is addressed. It is but part of the teaching process and is that which happens after a student has responded to initial instruction when information is provided regarding some aspect(s) of the student's task performance (Hattie.J, Timperely.H; 2007) In most countries with higher education systems the practice of routinely monitoring satisfaction levels of stakeholders is now well established. The most visible feedback tools utilized by universities to measure levels of satisfaction are surveys, both paperbased questionnaires and online versions. (Elassy.N, 2013) Collecting student feedback data on individual classroom practice is a routine part of good practice in most universities across the world. The UK has however, been behind many countries such as Australia and the USA in collecting such annual student survey data. (Reid, K; 2010) One of the forms of collecting student and other stakeholder feedback has been through evaluation surveys. The utility of evaluation surveys as a diagnostic tool for quality assurance and enhancement purposes has been highlighted; further Bennett et al (2006) identified a number of ways in which universities have approached the process of better understanding and meeting the needs of their students through student evaluation. Some of the purposes for employing evaluation surveys include; Providing diagnostic feedback to faculties about their teaching that can aid in the development and improvement of teaching.
Feedback is one of the most powerful influences on learning and achievement, but this impact can ... more Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Feedback has no effect in a vacuum; to be powerful in its effect, there must be a learning context to which feedback is addressed. It is but part of the teaching process and is that which happens after a student has responded to initial instruction when information is provided regarding some aspect(s) of the student's task performance (Hattie.J, Timperely.H; 2007) In most countries with higher education systems the practice of routinely monitoring satisfaction levels of stakeholders is now well established. The most visible feedback tools utilized by universities to measure levels of satisfaction are surveys, both paperbased questionnaires and online versions. (Elassy.N, 2013) Collecting student feedback data on individual classroom practice is a routine part of good practice in most universities across the world. The UK has however, been behind many countries such as Australia and the USA in collecting such annual student survey data. (Reid, K; 2010) One of the forms of collecting student and other stakeholder feedback has been through evaluation surveys. The utility of evaluation surveys as a diagnostic tool for quality assurance and enhancement purposes has been highlighted; further Bennett et al (2006) identified a number of ways in which universities have approached the process of better understanding and meeting the needs of their students through student evaluation. Some of the purposes for employing evaluation surveys include; Providing diagnostic feedback to faculties about their teaching that can aid in the development and improvement of teaching.
Uploads
Papers by memoona bibi