I think it is essential to evaluate your lecture, presentation, or other academic activities, so your contribution is highly appreciated.
Regards,
Emad
The simple answer is yes - student voice is essential to help you develop your own teaching style. My experience is that it only truly becomes a meaningful exchange when students see that you are willing to listen and adapt lecture content (and your teaching style) based on their feedback, otherwise they tend to not provide useful and meaningful feedback.
Have you seen this?
Article A Case Study of Student Evaluation of Teaching in University
I second David's point and would like to elaborate on it. In his syntheses of meta-analyses of instruction, John Hattie has identified feedback as having one of the greatest effects on student learning. Although Hattie discusses feedback in several ways but it is feedback from students to teachers that he notes as particularly powerful: a means for the students' voice to be heard and as such increasing student engagement (content, peers, teacher). Soliciting ongoing feedback from students about their learning (related to a lesson or activity) may provide the teacher with immediate feedback on
· the extent to which their students have understood a learning intention,
· what strategies were most effective in the lesson, and/or
· how the students felt about their learning.
This info allows the teacher to better understand where her/his students are from a learning perspective, and adjust her/his teaching accordingly.
In addition to collecting students' feedback during the class and reacting instantly, I ask my students to write "a minute paper" at the end of each class. Specifically, they elaborate on: a) their biggest take away from this class and b) the muddiest point in this class. If students' feedback on the latter converge to some extent, I act on it as soon as possible, latest next day -- I create a one-minute video explaining/providing example to address the problem and then post it on the class Moodle webpage. Routinely, next class starts with the discussion of the posting/problem.
Hello
Yes, I do.
Also I look for other opinion
best regards
Ingrid
When a student understand a lecture then he will definitely evaluate lecture by asking questions to learn more or if not understand then there is a student's negligence or may be teacher did not understand the students.
students gestures clearly evaluate that whether they understood or not.
In my little experience of teaching , i noticed that students will evaluate my performance immediately by raising doubts. They evaluate my lecture by pointing out points i showed them on the board. They will find their own material and show it to me which makes me enhance my knowledge for which i appreciated them on the spot.
So for me teaching is a two way communication which benefits both of the involved parties (teacher and student).
When i first started teaching as a research fellow, my professor, secretly gathered feedback on my performance (as per the students rumors i heard that the professor asked them about my teaching but till now I do not know what the feedback result was)
I too evaluate myself, through 2 subjective procedures:
1. I check the running notes which my students write when i teach them on the black board. I compare it with my own notes or draft that i prepared at my home before i came to the class. I check whether i over simplified the topic and got deviated from the original concept. If it depicts that i did over-generaliization and made the topic boring or nonsense, then i feel ashamed. It did happen a few times. IT is that in the effort to make them understand the concept, i give them daily-life experiences as examples (as the subject is Psychology). So when they write it on their notes it will be in another context. It makes me feel that i did not do the job right.
2. I check the midterm examination papers (written examination), where my students express some concepts which are overlapping with only few words (same words) making the passage nonsense. I check with other students and see why are they writing it so. I observed my students except 1, doing the above mentioned errors. So i figured out that these are not reading the material or searching for new material concerning the subject as they were not interested. So when i talked with other teacher who is teaching them then i found that they are not interested in studies. For her papers too they are writing badly. My colleague who has years of experience in teaching too face the same experience with these students. So now i stopped evaluating my performance and checked whether they are able to understand the concept at all. So i told them to write answer to a question in their own words and it is not an exam. They can write it in their own language or English for that moment only ( cautioned them that they are not supposed to write so in the exams). I asked them few questions (pointers) about the question that they are going to explain and then when they said they understood, told them to write it on the paper. Though i reiterated that they can write in their mother tongue, they wrote it in English with grammatical mistakes, which i assured beforehand that i will overlook. So i overlooked these mistakes and showed them where they wrote well.Now they got self-motivated to study for the final examinations which are 2 days away now. I am fretting how will they excel in their exams and so keeping in touch with them by posting the new ideas that could help them in their preparation to their mobiles.
So as a final note i want to mention here my observation. My teaching started with evaluating how my students are receiving my teaching and ended with how can i help them in excelling in their course.
I salute all those who read it patiently.
Regards
Dr.Deepthi Balla
There is a standard evaluation at the end of the course required by the Department/University. Other than that the performance of students in tests and quizzes gives me an indication of how well the students have learned the material and enables me to adjust my teaching style/material as necessary,
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