Using Student Achievement and Feedback to Improve Your Teaching

5e: Using Student Achievement and Feedback to Improve Your Teaching

In this module, faculty learn how to use patterns of student achievement on key assignments and assessments to inform instruction. In addition, the module provides techniques to secure mid- and end-of-semester feedback from students and techniques to use colleague observations and consultations with faculty development specialists to inform improvements in instruction.

To satisfy the module requirements, faculty must implement one or more practices, such as creating a data analysis insights chart, using a midsemester feedback survey, or securing feedback at multiple points in an online course.

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Module References

Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Benton, S. L., & Cashin, W. E. (2014). Student ratings of teaching: A summary of research and literature (Idea Paper No. 50). IDEA. Retrieved from 

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.

Cashin, W. E. (1995). Student ratings of teaching: The research revisited (Idea Paper No. 32). IDEA. Retrieved from 

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership. Boston, MA: Harvard Business School Press.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Farmer, D. W., & Napieralski, E. A. (1997). Assessing learning in programs. In J. G. Gaff & J. L. Ratcliff (Eds.), Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change (pp. 591-607). San Francisco, CA: Jossey-Bass.

Felder, R. M. (1992). What do they know, anyway? Chemical Engineering Education, 26, 134–135.

Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto, ON, Canada: Higher Education Quality Council of Ontario. Retrieved from,%20Models%20and%20Trends.pdf 

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Rojstaczer, S. (2012, September 18). Student evaluations offer bad data that leads to the wrong answer. New York Times. Retrieved from 

Seldin, P. (1997). Using student feedback to improve teaching. In D. DeZure (Ed.), To improve the academy (Vol. 16, pp. 335–346). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.

Stanford University, Center for Teaching and Learning. (1997). Using student evaluations to improve teaching. Speaking of Teaching: Stanford University Newsletter on Teaching, 9, 1–4.

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.

Svinicki, M. D., & McKeachie, W. J. (2010). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.

Theall, M. (2003). Student ratings: Myths vs. research evidence. Vanderbilt University, Center for Teaching. Retrieved from 

University of Michigan, Center for Research on Learning and Teaching. (n.d.). Improving your teaching: Obtaining feedback. Retrieved from 

University of Northern Iowa, Center for Excellence in Teaching & Learning. (n.d.). Small group instructional diagnosis. Retrieved from 

Vanderbilt University, Center for Teaching. (n.d.). Student evaluations of teaching. Retrieved from 

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