As many universities and colleges it has been observed that student feedback is a mechanism for analyzing the bond between teacher and student. Likewise, if students are enjoying teaching and learning methods and takes interest then surely they fill the real feed back.
But on the other hand, few students and faculties are not doing justice with it due to favoritism, use of unethical means as dominating powers and peer group influence leads to manipulate the real feed back, may have very dangerous consequences .
HOW TO IMPROVE THE FEEDBACK SYSTEM?
Hi Kirti!
I am not an expert in this, but I think there is a value to have the same agreed-upon standard way of gathering course/instructor feedback at the institution so the students are used to it and know why it is serious and important, and that the data can be collected in a growing database, processed and researched upon. A very good example of this is Universty of Central Florida and the model with a number of likert scales which are used both for research and enhancement. Two friends and coauthors of mine are working in this research ( C Dziuban and P Moskal at RITE), and have used this kind of data collected in the same way (almost) since the late 1990ies to answer many questions and present very interesting results. Here is a paper to start with if interested https://www2.fgcu.edu/FacultySenate/files/2-8-2013_Charles_Dziuban_-_A_Course_Is_A_Course.pdf
Thankyou Dr. Norberg for sharing worthful paper on the topic. critical factors very well described in the paper, which influence the feedback or evaluation scheme.
But my question is still on the same thought that the responses captured or collected by the student community, How to ensure that it is filled truly? As in same cases i observed that they were forced by their peer groups to do as they want. or sometimes to get good marks they give good grades to course instructor with the expectation of getting good marks.......likewise, can we track all these unethical activities to maintain the student feedback seriousness?
Hi Kirsti!
I first presuppose that feedback is given anonymously.
Then it should be clear that it should be the totality of the learning process that should be in focus; not only instructor qualities, also course content, material and own work in the course. ”Student happiness” in the feedback moment is not so meaningful to measure by itself either - that can be very different in a year or two. The purpose should reasonably be to make a better course process next time, to help future students, not only to give a reaction.
All points in time and all context for giving feedback leave their effects on the feedback given. Best after grading is ready, if possible.
This is an older paper, and I am sure much more research has been done on biases like these, but this is still a good read : https://memory.psych.mun.ca/pubs/reprints/Neath%20(1996).pdf
Hi Kirti,
Feedback is collected with an intention to improve. It is typically a qualitative construct; but, we try to estimate and present it as a quantitative one. For example, student evaluation of faculty is collected using a questionnaire (generally on a likert scale) and the mean of the whole responses are calculated to estimate the faculty performance. One-on-one interview on a randomly selected sample would be the best method to gather useful data. Interviews would give an opportunity to interact and triangulation. A handful of sample would generally provide you with sufficient information.
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