Academic literature on the topic 'Student feedback-based evaluation'
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Journal articles on the topic "Student feedback-based evaluation"
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Neale, Anita, and Catherine Sidorenko. "STUDENT EVALUATION." NACADA Journal 8, no. 1 (March 1, 1988): 72–84. http://dx.doi.org/10.12930/0271-9517-8.1.72.
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The rationale for implementing a student evaluation of advising services was based on the premise that for advising services to be effective there must be evaluation. How can advising services and advisor performance be improved if students are not asked to rate their experiences in academic advising? After all, they are the consumers of the service! This article will explain the methodology used in a computerized student evaluation model that has been used for four years, identify the steps involved in designing a questionnaire and in implementing a student evaluation, and describe how advising services and advisor performance can be improved, based on student feedback.
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Abrejo, Sehrish, Hameedullah Kazi, Mutee U. Rahman, Ahsanullah Baloch, and Amber Baig. "Learning from Peer Mistakes: Collaborative UML-Based ITS with Peer Feedback Evaluation." Computers 11, no. 3 (February 22, 2022): 30. http://dx.doi.org/10.3390/computers11030030.
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Collaborative Intelligent Tutoring Systems (ITSs) use peer tutor assessment to give feedback to students in solving problems. Through this feedback, the students reflect on their thinking and try to improve it when they get similar questions. The accuracy of the feedback given by the peers is important because this helps students to improve their learning skills. If the student acting as a peer tutor is unclear about the topic, then they will probably provide incorrect feedback. There have been very few attempts in the literature that provide limited support to improve the accuracy and relevancy of peer feedback. This paper presents a collaborative ITS to teach Unified Modeling Language (UML), which is designed in such a way that it can detect erroneous feedback before it is delivered to the student. The evaluations conducted in this study indicate that receiving and sending incorrect feedback have negative impact on students’ learning skills. Furthermore, the results also show that the experimental group with peer feedback evaluation has significant learning gains compared to the control group.
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Nair, Chenicheri Sid. "Students’ Feedback." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 1 (January 2011): 58–65. http://dx.doi.org/10.4018/ijqaete.2011010105.
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The collection of stakeholder feedback has been gradually increasing in universities around the world. The most common practice is the use of surveys to evaluate student perceptions of their units (subjects), courses, programs and overall learning experience. The elements of a good quality system involve not only collecting evaluation information but making improvements based on it. This article gives an overview of the importance of student evaluations, the research supporting such feedback and a case study that illustrates how evaluation and improvement enhance the learning and teaching environment.
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Brickman, Peggy, Cara Gormally, and Amedee Marchand Martella. "Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching." CBE—Life Sciences Education 15, no. 4 (December 2016): ar75. http://dx.doi.org/10.1187/cbe.15-12-0249.
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Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback.
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Devon, Jim, James H. Paterson, David C. Moffat, and June McCrae. "Evaluation Of Student Engagement With Peer Feedback Based On Student-Generated MCQs." Innovation in Teaching and Learning in Information and Computer Sciences 11, no. 1 (June 2012): 27–37. http://dx.doi.org/10.11120/ital.2012.11010027.
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Hussain, Sajjad, Kelum A. A. Gamage, Wasim Ahmad, and Muhammad A. Imran. "Assessment and Feedback for Large Classes in Transnational Engineering Education: Student–Staff Partnership-Based Innovative Approach." Education Sciences 9, no. 3 (August 23, 2019): 221. http://dx.doi.org/10.3390/educsci9030221.
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Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement.
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Deo, SK. "Under graduate student feedback on teaching and evaluation method in clinical pharmacology." Journal of College of Medical Sciences-Nepal 9, no. 3 (April 15, 2014): 31–34. http://dx.doi.org/10.3126/jcmsn.v9i3.10220.
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Background Any teaching and evaluation method can be considered as effective once they are judged by students.Objective This study was designed to obtain feedback on teaching and evaluation methods in the subject of clinical pharmacology among under graduate studentsMethods Feedback on teaching and evaluation method was taken from undergraduate students of 2009 batch and various approaches to teaching and evaluation are identified. To know the effect of these novel approaches of teaching and evaluation, student feedback was taken from subsequent batch 2010 and 2011 using a written validated questionnaire covering various aspects of teaching and evaluation methods.Results Under graduate students were satisfied with all teaching methods like lecture and pharmacological exercises. They showed preference for tutorials, short answer questions and revision classes where as they were not satisfied with seminar method of learning. All students felt that there should be more time for clinical pharmacology and pharmacological problem based exercises.. The pass percentage of the subsequent batch in university examinations improved from 75 % to 90%.Conclusion Based upon the student’s feedback, incorporation of suggestion obtained from the students resulted in improvement in performance of the students. Hence, it is very essential to take regular feedback from the students to synchronize teaching and evaluation method of the students.Journal of College of Medical Sciences-Nepal, 2013, Vol-9, No-3, 31-34
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Morozova, Irina S., Aleksey A. Chusovlyankin, Elena A. Smolianina, and Tatyana M. Permyakova. "The Language of Praise in Russian Students’ Evaluation of Teaching." Journal of Language and Education 6, no. 3 (September 30, 2020): 94–107. http://dx.doi.org/10.17323/jle.2020.9833.
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Recent decades have seen a dramatic rise in student evaluation of teaching (SET). However, they have overwhelmingly focused on quantitative ratings, neglecting students’ written feedback. This study addresses the lack of qualitative research on SET by applying a semantic theory and computational methods for analysing the language of positive feedback comments provided by students of the Higher School of Economics (HSE) in Russia. Analysing a corpus of student commentary about teaching also contributes to the theory of pragmatics as the approach to analysing qualitative evaluations of teaching is based on the premise that students’ positive feedback can be treated as a sort of the compliment/praise speech act reflecting cultural specificity. Our findings showed that quantitatively the most common semantic pattern used by HSE students is ACTOR + (AUGMENTOR) EVALUATOR + PHYSICAL/MENTAL ACTION PERFORMED BY THE ACTOR + (AUGMENTOR) EVALUATOR. Thus, HSE students tend to praise the teacher more often than the other components of the teaching process and the teacher’s behaviour, thoughts, and feelings are viewed as more important than skills and speech.
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Teli, Shivayogappa S., M. Senthilvelou, K. Soundariya, Deepika Velusami, Senthamil selvi K, and Mangani Mangalavalli S. "Design, Implementation and Evaluation of Student-centric learning in Physiology." Research and Development in Medical Education 10, no. 1 (July 6, 2021): 12. http://dx.doi.org/10.34172/rdme.2021.012.
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Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.
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Burke, Róisín M., and Pauline Danaher. "Assessment and Evaluation of Student Learning Through a Project-Based Assignment on Note by Note Cooking." International Journal of Food Studies 9, no. 2 (October 18, 2020): 282–94. http://dx.doi.org/10.7455/ijfs/9.2.2020.a2.
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Many innovative teaching and learning methods are used in higher level education including project-based learning (PBL). Since 2012 a PBL assignment project has been undertaken by master students of the Advanced Molecular Gastronomy module at Technological University Dublin (TU Dublin). The aim is to stimulate student learning and creativity by using Note by Note cooking in a PBL assignment while at the same time complying with the requirements of the annual International Note by Note contest which is held in Paris, France. Direct and indirect assessment methods were used to assign individual grades and to gather student feedback about the module. The direct methods were both formative and summative. The indirect method used was a student feedback questionnaire. Results to date (2012-2019) showed that 92% of learners successfully passed the module. However, further evaluation of individual assessment results revealed that most students achieved higher scores for finding and using resources, asking further questions and developing their own answers than for analysing, synthesising and evaluating information (P≤0.01). Overall students were happy with the module content and said that they learnt about Note by Note cooking, chemical compounds, researching, independent-thinking and perseverance. In future students should carry out a more in-depth analysis, synthesis and evaluation of information.
Dissertations / Theses on the topic "Student feedback-based evaluation"
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Darwin, Stephen. "Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education." Phd thesis, 2014. http://hdl.handle.net/1885/14648.
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Student feedback-based evaluation of teaching, courses and programs is a familiar
feature of the contemporary Australian higher education landscape. Over the last three
decades, it has moved from a largely peripheral and experimental presence to a
significant institutional position, moving rapidly from the status of an academic
development fringe dweller to a privileged institutional citizen. It is now a powerful
proxy for assuring the quality of teaching, courses and programs across diverse
discipline and qualification frameworks. The data it generates increasingly guides
significant judgments about academic appointment, performance and promotion. Its
outcomes also inform the student marketplace around institutional and program quality,
and will potentially shape performance funding of Australian universities.
This significant evolution and its implications for academic teaching is therefore a
legitimate matter of scholarly interest. Yet, although there is evidence of considerable
research interest in the quantitative instruments of student feedback and the effective
use of their outcomes, research around its contemporary function is much more limited.
This thesis attempts to address this gap, by exploring the forces that have shaped the
progressive emergence student feedback-based evaluation in Australian higher
education and the influence it exerts on contemporary approaches to academic teaching.
The research uses the explanatory potential of cultural historical activity theory (CHAT)
with the objective of generating a critical understanding of the development, function
and potential of student feedback-based evaluation.
This analysis is developed through a series of interpretive lenses. The thesis firstly
analyses the historicity of student feedback-based evaluation - both at a general level
and in its specific evolution in Australian higher education. This encounters the forces
that have shaped its design and use, as well as the tensions that have been fundamental
to this evolved form and function. Secondly, by analysing the current institutional
framing of student feedback-based evaluation, the thesis considers the complex
demands that shape its contemporary state. This adopts a particular focus on the
increasingly ambiguous relationship of student feedback with pedagogical and academic
development that results from elevating tensions between various drives for quality
improvement, quality assurance, performance management and institutional marketing.
Thirdly, qualitative case studies involving two cohorts of postgraduate teachers at an Australian
university are considered. These case studies are framed by the use of a novel CHAT-informed,
action research model. The situated cases provide an insight into the current state and the
developmental potential of student feedback-based evaluation in an Australian higher education
setting. These outcomes are analysed to further understand the increasingly complex relationship
between student feedback- based evaluation and institutional demands, professional discourses and
pedagogical change. It also provides a means of considering the broader developmental potential
that arises from collective forms of academic engagement derived from the elevated use of
qualitative forms of student feedback. Based on this analysis, tentative conclusions are drawn
about the affordances and constraints of orthodox quantitative student evaluation. In addition, the
potential of more complex engagement with the student voice is considered, to assess its ability to
incite substantial pedagogical and academic development in higher education environments.
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Schiekirka-Schwake, Sarah Nina. "Lehrqualität in der universitären Medizin." Thesis, 2019. http://hdl.handle.net/11858/00-1735-0000-002E-E62A-6.
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Zapitis, Marina. "The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6." Thesis, 2011. http://hdl.handle.net/1807/29492.
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The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement.
In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans
The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.
Books on the topic "Student feedback-based evaluation"
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Duss, Kevin. Formative Assessment and Feedback Tool: Design and Evaluation of a Web-based Application to Foster Student Performance. Springer Gabler, 2020.
Find full textBook chapters on the topic "Student feedback-based evaluation"
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Silberer, Jan, Greta Dangel, Thomas Bäumer, Patrick Müller, and Georgios Kotziabassis. "Interests of (In)frequent Bike Users: Analysis of Differing Target Groups’ Needs Concerning the RouteMeSafe Application." In iCity. Transformative Research for the Livable, Intelligent, and Sustainable City, 15–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92096-8_2.
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AbstractCycling is an emission-free and healthy mode of transportation. However, the share of cycling in the modal split is still low. Perceived safety during cycling could be a reason for that. The RouteMeSafe application is developed at Stuttgart University of Applied Sciences with the aim of tackling this issue. A safety routing function is supposed to increase the short-term safety of cycling by showing safe paths for cyclists. Long-term safety is supposed to be increased with the feedback function enabling cyclists to share their evaluation of the cycling infrastructure with the city administration. The safety routing function is currently in the design phase and the feedback function in prototype phase. To develop the application user-friendly, target groups for both functions need to be defined and their expectations considered in the development process. Two studies with infrequent and frequent cyclists have been conducted to do so. Study 1, a user experience study based on a student sample, showed that infrequent cyclists could be a target group for the safety routing function and frequent cyclists could be a target group for the feedback function. The latter was confirmed in study 2, a technology acceptance study based on a sample with frequent cyclists of Stuttgart. Future studies on the application should investigate the long-term technology acceptance of the two groups. This could help to find out whether both groups can serve as target groups on the long run.
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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.
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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
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Delnoij, L. E. C., J. P. W. Janssen, K. J. H. Dirkx, and R. L. Martens. "Designing an Online Self-assessment for Informed Study Decisions: The User Perspective." In Addressing Global Challenges and Quality Education, 74–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_6.
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AbstractThis paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.
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Atzinger, Carrie. "Evaluation in Supervision." In A Practical Guide to Clinical Supervision in Genetic Counseling, 205–26. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med/9780197635438.003.0008.
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Abstract This chapter describes types and functions of student evaluation in supervision, presents approaches to student and supervisor evaluation, discusses common challenges in evaluation and ways to manage them, and presents strategies to promote effective evaluation processes. It differentiates formative and summative evaluation, indicates typical criteria on which evaluation of genetic counseling students is based, and makes a connection between feedback and evaluation in supervision. It describes and provides examples of evaluation approaches (e.g., Likert-style evaluations and anchored rubrics). It highlights subjectivity and power dynamics as prevalent evaluation challenges and suggests ways to managing these challenges. The chapter concludes with learning activities that provide opportunities for reflection and practice in evaluation.
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Pakkala-Weckström, Mari J. "Introducing a Student Self-Evaluation Grid for Translation Assignments." In Advances in Linguistics and Communication Studies, 270–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch012.
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This chapter will report the results of a study introducing a student self-evaluation grid for translation assignments, based on previous work by Marc Orlando. The grid described here was developed with and for second-year students of English Translation at the University of Helsinki during the autumn terms of 2015 and 2016. This process and the results are described in the light of a pilot study conducted with the students. Based on student feedback, the grid seems to provide a structured framework for evaluating both one's translation process and the translation product, but there are also areas to be developed in this system.
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Lovell, Kathryn L. "Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students." In Advances in Medical Education, Research, and Ethics, 262–76. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2098-6.ch013.
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Interactive neuropathology computer-based teaching modules and other neuroscience computer-based resources were developed to provide individualized self-paced content information accompanied by images and self-assessment questions with feedback, along with problem-solving cases to facilitate application of neuroanatomy, neurology, and neuropathology concepts to patient cases. Initial implementation occurred in three curricula for second-year medical students. Evaluation of the modules was conducted using quantitative and qualitative methods to determine features of the modules that were important for students. This chapter will describe the instructional design principles that evaluation results identified as important and effective for student learning, and compare those to current principles for effective multimedia instructional design identified in a variety of research. Especially important principles applied in the neuroscience modules included cognitive load theory, retrieval practice and self-assessment, feedback, and learner control.
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Lovell, Kathryn L. "Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students." In Applications of Neuroscience, 226–41. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5478-3.ch011.
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Interactive neuropathology computer-based teaching modules and other neuroscience computer-based resources were developed to provide individualized self-paced content information accompanied by images and self-assessment questions with feedback, along with problem-solving cases to facilitate application of neuroanatomy, neurology, and neuropathology concepts to patient cases. Initial implementation occurred in three curricula for second-year medical students. Evaluation of the modules was conducted using quantitative and qualitative methods to determine features of the modules that were important for students. This chapter will describe the instructional design principles that evaluation results identified as important and effective for student learning, and compare those to current principles for effective multimedia instructional design identified in a variety of research. Especially important principles applied in the neuroscience modules included cognitive load theory, retrieval practice and self-assessment, feedback, and learner control.
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Renner, Adam, Philip M. McCarthy, Chutima Boonthum-Denecke, and Danielle S. McNamara. "Maximizing ANLP Evaluation." In Applied Natural Language Processing, 438–56. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-741-8.ch026.
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A continuing problem for ANLP (compared with NLP) is that language tends to be more natural in ANLP than that examined in more controlled natural language processing (NLP) studies. Specifically, ineffective or misleading feedback can result from faulty assessment of misspelled words. This chapter describes the Harmonizer system for addressing the problem of user input irregularities (e.g., typos). The Harmonizer is specifically designed for Intelligence Tutoring Systems (ITSs) that use NLP to provide assessment and feedback based on the typed input of the user. Our approach is to “harmonize” similar words to the same form in the benchmark, rather than correcting them to dictionary entries. This chapter describes the Harmonizer, and evaluates its performance using various computational approaches on unedited input from high school students in the context of an ITS (i.e., iSTART). Our results indicate that various metric approaches to NLP (such as word-overlap cohesion scores) are moderately affected when student errors are filtered by the Harmonizer. Given the prevalence of typing errors in the sample, the study substantiates the need to “clean” typed input in comparable NLP-based learning systems. The Harmonizer provides such ability and is easy to implement with light processing requirements.
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Steier, Christina Marie. "The Use of Objectives and Feedback in a Competency-Based Curriculum." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure, 142–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch009.
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The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.
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El-Henawy, Walaa M. "Assessment Techniques in EFL Brain-Compatible Classroom." In Innovative Practices for Higher Education Assessment and Measurement, 79–100. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0531-0.ch005.
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Neuroscience has disclosed important information about the brain and how it learns. Brain-Based Learning is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. Assessment and evaluation are necessary and important elements of the instructional cycle. Feedback also motivates students and allows students to apply what they have learned to real-life situations. This chapter presents attempts to explain brain-compatible assessment and alternative or authentic assessment and its different forms that can be used in providing brain-based education.
Conference papers on the topic "Student feedback-based evaluation"
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Schiltz, Guillaume. "Student Evaluation of Teaching (SET): Clues on how to interpret written feedback." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5390.
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In this paper we present the preliminary results of a study covering 217 written comments submitted in the formal university SET questionnaire of two undergraduate physics lectures for engineering students. Concerning the SET-metrics, one of the lectures was rated as critical, while the other lecture had good results. The analysis is based on the praise and criticism framework elaborated by Hyland/Hyland (2001) for written feedback. Our findings, which also relate written feedback to quantitative variables and contrast the results between critical and good evaluations, provide a deeper insight for both, teachers and educational developers, on how to interpret written comments in a quality management process.
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Gill, David D., and Jeffrey L. Newcomer. "“To the Boards”: Team-Based Design for Student-Centered Learning." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70571.
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Engineering design is a complex subject that is often a challenge for students to learn. Heuristic-based design, design that primarily utilizes “rules of thumb” or best practices, can be even more challenging for students to learn when they do not yet have the experience to choose between competing design guidelines. Faculty of Manufacturing Engineering at Western Washington University sought to improve the students’ learning in a senior-level, undergraduate course in Design of Tooling, a heuristic-based design discipline. The faculty worked to answer the question “How can team-based active learning approaches be effectively utilized for students learning a heuristic-based design topic?” In answering this question, the faculty developed and implemented a team-based, student-centered design activity called To the Boards. This activity, where small groups of students simultaneously develop tooling designs at whiteboards around the room, has improved the students’ retention of key concepts and helped students learn to analyze and apply competing design parameters. Performing the work on white boards encourages participation by all members of the group and enriches the design evaluation experience through a collaborative analysis of the many different design solutions developed by all the groups. Use of To the Boards, in conjunction with out-of-class reading, short lectures, and five large projects, has proven to be an effective tool for engaging students in learning, helping them to evaluate and apply competing design goals in the solution of complex engineering problems, and enabling collaborative design through communication of engineering concepts using sketches. Results of this activity have been measured through student performance and student feedback. Student performance on projects demonstrated the appropriate utilization of knowledge and skills learned in class with all students performing at satisfactory or exemplary levels when evaluated against ABET learning outcomes for design. Student feedback has been largely positive with the students recognizing the value of the knowledge and tooling design skills and also of the communication and teamwork skills that are acquired through the activity.
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Alves, Anabela C., Francisco Moreira, Celina P. Leão, and Sandra Fernandes. "Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23212.
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Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.
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Prandner, Dimitri, and Ahmed Tabakovic. "Measuring which support systems really work to improve students learning in your class – A case study on quantitative methods courses in the social sciences." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9133.
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While the so-called “datafication of society” increased the societal relevance of quantitative data analysis, social science students – who should use such data to understand and explain society – are often skeptical towards quantitative methods and overwhelmed by it. Thus, universities around the world should find means to help their students improve their corresponding analytical skills. The paper uses a case study from the University of Salzburg – Austria – to illustrate which aspects actually improve student-learning outcomes in the field of quantitative methods. The researched aspects focus on the program and institutional levels and address two specific issues: The evaluation and feedback on student performance and the introduction of additional support structures. While homework and feedback still show the best results additional – technology based – approaches like video-tutorials have a significant impact on student performance.
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Parker, Johné M., and J. Daniel Polston. "Using Hybrid and Problem-Based Learning Techniques to Enhance Teaching Effectiveness in a Large Feedback Controls Lecture Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89682.
Full textAbstract:
Enrollments in Mechanical Engineering programs continue to increase. Unfortunately, increases in faculty size have not kept pace at many universities, resulting in large course enrollments in even junior- and senior-level major courses. The primary goals of this study were to increase (or at least maintain) the quality of instruction, and increase student competency and understanding in a large lecture course having the same instructional personnel resources as a course with 60% of the enrollment. Hybrid and problem-based learning techniques, along with two optional weekly recitation sessions and an online discussion forum were incorporated into the course to meet these goals. The course, a classical controls course, is one in which course concepts are generally considered to be a bit abstract to a considerable percentage of the class. The instructor had previously taught the course several times, so a well-paced course schedule and solid foundation of course notes were already in place. Student evaluation instruments in previous offerings included weekly homework, bi-weekly short quizzes, two exams and the final exam. For the large lecture course (with an enrollment of 84 students), the evaluation instruments (homework, quizzes and exams) remained the same; however, the students formed self-selected triad teams. Approximately two-thirds of the quizzes, one-half of the homework and sixty percent of the final exam questions were assigned to the triad teams (the balance and both mid-term exams were individual submissions). The primary advantages of group quizzes and assignments were multi-fold: they facilitated group learning and peer-teaching to reinforce course concepts and allowed the instructor and teaching assistant to give the type of detailed feedback on submissions that would have been difficult or impossible to give on 84 individual submissions. Course notes (including short Echo360 modules), handouts and homework and quiz solutions were maintained on an online course management system (i.e., Blackboard); additionally, the use of an online threaded discussion forum, Piazza, allowed students to post/answer questions (anonymously, if desired) and follow discussions about course content. Team-based learning techniques were heavily used in latter course topics; the assigned readings, along with online course notes were used to prepare the students for the individual readiness assessment tests (RATs). Students discussed their answers on the RAT instruments in their triad groups (another opportunity for peer teaching) and disclosed group answers (which generally reflected a much higher level of understanding) to the entire class. Student assessment of course techniques and a comparison of traditional (lecture-based) and hybrid-/problem-based techniques will be used to assess the efficacy of the problem-based approach and to suggest improvements for future offerings.
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Tammaro, Rosanna, Isabella Stasio, Roberta Scarano, and Deborah Gragnaniello. "DESCRIPTIVE JUDGMENT IN ITALIAN PRIMARY SCHOOL EVALUATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end075.
Full textAbstract:
"The pandemic situation has made it clear the limit of evaluation through decimal vote. It draws a measuring and classificatory logic. To overcome these limits, the Ministerial Order 172/2020 has introduced new procedure of students’ assessment: descriptive judgment. It replaces the decimal mark with an assessment through “learning level” that allow to monitor the evolutionary process of the student (Castoldi, 2021). Furthermore, the fundamental characteristics of descriptive judgment are: transparency and clarity. Therefore, it is necessary to involve pupils in the assessment process and provide them with continuous feedback on the progress made. The descriptive judgment also has negative aspects: it creates a gap between the disciplinary judgment and the judgment expressed based on the competence certification model. It does not pay attention to the peculiarities of the different disciplines: a single criterion is used for the evaluation without consider the differences between the various subject areas. Finally, the Ministerial Order introduced this change only in primary school and consequently a fracture is created with the lower secondary school. Despite the negative aspects, descriptive judgment represents a way that goes beyond simple performance but allows you to focus on the learning process from the perspective of lifelong learning."
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Siddique, Zahed, Chen Ling, Piyamas Saengsuri, Sagar Chowdhury, Yunjun Xu, and Xiaojun Geng. "Gaming and Interactive Visualization Education Module to Help Understand Geometric Tolerancing." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28596.
Full textAbstract:
In engineering disciplines, visualization can provide an essential mode to facilitate student understanding of important and abstract concepts. Learning through a medium that combines course materials with game characteristics can be a powerful tool for education. This approach is expected to improve student willingness to learn, which will in turn increase the interests of high school and undergraduate students towards engineering as a future career. In this paper, three teaching modules based on the Gaming and Interactive Visualization for Education (GIVE) in three universities will be described in detail with enhanced game characteristics. Also, using the newly developed assessment tools, the evaluation data from the students who have experienced the GIVE system will be analyzed. More specifically, the three modules are designed and illustrated in this paper for the Flight Mechanics, Introduction to Electrical Engineering, and Design and Manufacturing. The following game characteristics have been considered and implemented in the modules: progressively balanced goal, feedback, time sensitive scoring, adaptive scoring, meaningful visual presentation, emotional involvement, avoiding guess, constitutive rule, operational rule, background, challenges, and rewards. Along with the course module development and implementation, the outcomes have been assessed using our evaluation system. The results have been analyzed and suggestions have been given for future work.
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Young, Dave, Bill Young, Lisa Young, and Bing Wei. "THE IMPACTS OF MENTORSHIP ON DUAL ENROLLMENT HIGH SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end079.
Full textAbstract:
"Dual enrollment programs enable high school students to take community college courses and earn high school and college credits, saving two years of college expenses. However, many dual enrollment students lack a robust support system for success in college-level coursework and environment. The authors created an interdisciplinary mentorship program that pairs a volunteer dual enrollment senior student with a dual enrollment junior student in a longitudinal mentoring relationship to address this. This study examined mentors’ and mentees’ long-term evaluation of the program and its impacts. Thirty-nine mentors and mentees were randomly matched with a waitlist control group, and mentoring relationships lasted for a full academic quarter. Participants later completed an anonymous online feedback survey (based on the Likert Scale), with a response rate of 67% (n = 26). Mentees reported an average 1.37 Likert scale increase in their comfort in dual enrollment; mentors reported an average 2.43 Likert scale increase in confidence in teaching others. Mentees’ comfort in the college environment increased with the frequency of meetings (p<0.05); the number of meetings did not correlate to their grade point average (GPA) (p>0.05). Change in dual enrollment comfort was more significant among matched students than waitlisted (p<0.05). Notably, many dual enrollment programs have a ~10% student academic probation rate (GPA<2.0) each quarter; none of the mentees experienced academic probation, but this was not significant. Among mentees, 79% reported interest in being a mentor the following year. These results indicate that peer mentorship is crucial for dual enrollment student success and presents a self-sustaining model for the future."
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Resendez-Maqueda, LF, A. Sandoval-Correa, MR Forte-Celaya, and R. Swain-Oropeza. "DESIGN ELEMENTS IN FLEXIBLE DIGITAL MODEL (MFD) COURSES FOR STUDENT ENGAGEMENT IN INDUSTRIAL AND SYSTEMS ENGINEERING PROGRAM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7165.
Full textAbstract:
Crisis caused by COVID-19 forced academics to transform Face-to-face education into digital education. As most of the courses had been never taught this way, professors needed to learn how to interact with students, and teach the academic content within a virtual platform. There was a major concern about how these online synchronous sessions had to be delivered, as well as which elements were critical for knowledge transfer and add value to the Industrial and Systems Engineering (ISE) courses. For having a proper feedback about this format, an instrument was created to evaluate the design course elements, based on theoretical approaches of teaching and learning processes in higher education, particularly on student experiences. The instrument consisted of a survey applied to ISE students from Tecnologico de Monterrey. The analysis considered the nature of the different courses involved in the study, and their categorization as Theoretical, Numerical or Mixed. After applying statistical analysis, some of those elements showed a positive evaluation by students and considering the correlations among them, recommendations for the design of Digital Flexible Model (MFD) courses are made. A positive correlation has been found between active participation of the students, voluntary participation, and the sense of involvement, as well as the ease of interacting that the technological platform provided to the students. Among other results, highlighting the usage of a technological platform is not enough to deliver MFD courses, it is necessary to consider design elements for engaging and motivating students’ participation. It is notorious for the need for a "holistic" transversal approach that complements the design of the successful interaction experience of students in the MFD. Keywords: Digital Education, MFD (Digital Flexible Model), Education in pandemic, Educational Innovation, Higher Education, Students engagement.
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Resendez-Maqueda, LF, A. Sandoval-Correa, MR Forte-Celaya, and R. Swain-Oropeza. "DESIGN ELEMENTS IN FLEXIBLE DIGITAL MODEL (MFD) COURSES FOR STUDENT ENGAGEMENT IN INDUSTRIAL AND SYSTEMS ENGINEERING PROGRAM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7142.
Full textAbstract:
Crisis caused by COVID-19 forced academics to transform Face-to-face education into digital education. As most of the courses had been never taught this way, professors needed to learn how to interact with students, and teach the academic content within a virtual platform. There was a major concern about how these online synchronous sessions had to be delivered, as well as which elements were critical for knowledge transfer and add value to the Industrial and Systems Engineering (ISE) courses. For having a proper feedback about this format, an instrument was created to evaluate the design course elements, based on theoretical approaches of teaching and learning processes in higher education, particularly on student experiences. The instrument consisted of a survey applied to ISE students from Tecnologico de Monterrey. The analysis considered the nature of the different courses involved in the study, and their categorization as Theoretical, Numerical or Mixed. After applying statistical analysis, some of those elements showed a positive evaluation by students and considering the correlations among them, recommendations for the design of Digital Flexible Model (MFD) courses are made. A positive correlation has been found between active participation of the students, voluntary participation, and the sense of involvement, as well as the ease of interacting that the technological platform provided to the students. Among other results, highlighting the usage of a technological platform is not enough to deliver MFD courses, it is necessary to consider design elements for engaging and motivating students’ participation. It is notorious for the need for a "holistic" transversal approach that complements the design of the successful interaction experience of students in the MFD. Keywords: Digital Education, MFD (Digital Flexible Model), Education in pandemic, Educational Innovation, Higher Education, Students engagement.
Reports on the topic "Student feedback-based evaluation"
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.
Full textAbstract:
The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.
Full textAbstract:
The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.