** Evaluating courses and teaching - Hounsell 2009 ** - The Diigo Meta page

• 17 Mar 09
  

  Youenn Leborgne

  Notions:
  evaluation, course feedback, research methods, colleagues, students, external, peer
  
  Looks at broadly based approaches that can be tailored to specific contexts and needs
  
  Kinds of feedback which are sought depends on both motives and focus
  These considerations are influential in determining not only *how* and *from whom* feedback is to be sought be also *when* it is to be elicited - a dimension that's often overlooked
  
  Sources of feedback, each of which has its strengths and weaknesses:
  - students
  - teaching colleagues and professional peers
  - self-generated
  - incidental
  
  The more sources feedback draws on, the more robust
  
  It's also important to consider the methods of feedback (see also Hounsell et al 1997)
  
  Questionnaires are very useful but can generate 'fatigue' and happily, there are alternative approaches, including 'instant' questionnaires, 'one-minute' papers, proformas, focus groups, student panels, structured group discussions, discussion boards.
  
  Techniques used for gathering feedback from colleagues can be adapted for self-generated feedback
  
  Teachers are in a unique position to analyse data gathered but equally crucial is the need to acknowledge that it can benefit from the involvement of others
  
  In many situations, there is no ideal or obvious response to feedback, but rather, an array of options from which a choice has to be made. Sometimes, we may benefit:
  - consulting with colleagues because of resource implications
  - further probing to pinpoint more precisely the nature of concerns expressed
  - getting students' views on the various options under considerations

  e-learning ECDEL_MSc evaluation research peer feedback design

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