{"id":10269,"date":"2022-02-13T22:04:26","date_gmt":"2022-02-13T22:04:26","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=10269"},"modified":"2023-02-16T16:31:38","modified_gmt":"2023-02-16T16:31:38","slug":"feedback-from-students","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/feedback\/feedback-from-students\/","title":{"rendered":"Feedback from Students"},"content":{"rendered":"
Because students directly experience our teaching, it makes sense to collect feedback from students on our teaching effectiveness. Feedback from students is often enlightening and actionable, as their shared perceptions can help you identify what you are doing successfully and areas for improvement of which you may yet be unaware.\u00a0\u00a0<\/span><\/div>\n
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Beyond Student Evaluations of Teaching\u00a0<\/span><\/strong><\/span><\/h2>\n
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There are many ways to collect student feedback, but one of the most common is through student evaluations of teaching (SETs) which occur at the end of a <\/span>semester. There are certainly benefits to SETs: they are convenient, and careful reflection on the metrics and student comments contained in SETs can be a valuable <\/span>method for revising one’s teaching approach. However, SETs are not the only means, and they are often <\/span>weighted inappropriately heavily as measures of teaching effectiveness during high-stakes decision making processes such as promotion and tenure reviews. Moreover, research has shown that SET data is biased <\/span>\"Associate<\/span>against instructors of non-dominant and minoritized gender, <\/span>racial, and ethnic identities.\u00a0\u00a0 New efforts to evaluate teaching have been built upon a general consensus that in order to evaluate teaching and student learning, multiple sources of evidence and information are necessary.\u00a0 For more, see the article <\/span>Bias in Course Evaluations<\/a><\/span>\u00a0 and the POD Cast <\/span>The Research on Course Evaluations<\/a><\/span>.\u00a0<\/span><\/div>\n
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Formative feedback (i.e., feedback for learning and improvement) is mutually beneficial for instructors and students and often very easy to gather. This kind of feedback can give you information on learning from a particular unit or day, how students are experiencing the course climate, how they reacted to an activity you tried, or whatever you are curious about understanding in your course. Because it is timely, this feedback allows you to make immediate changes, revisit concepts, or reshape how you structure learning activities. Here are some ways to gather timely, formative feedback:\u00a0<\/span><\/div>\n