About this paper

Appears in:
Pages: 5402-5407
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

ENHANCING TEACHING AND LEARNING THROUGH MID-SEMESTER STUDENT FEEDBACK

K. Ragupathi

National University of Singapore (SINGAPORE)
Student evaluations were originally seen as a feedback mechanism by which students could inform teachers about their experiences in a module and based on which faculty members would make appropriate changes to the pedagogy and/or content. Over the years, this function has been largely superseded and student evaluations are used for summative purposes by administration for decisions regarding promotion and tenure or teaching awards and by students to select courses they like to do. The most widely used method for evaluating teaching is the end-of-semester student feedback questionnaire. While end‐of‐semester student feedback is collected for each module/teacher by a majority of universities, there is little evidence that instructors change their pedagogy based on these evaluations. But, there is ample evidence that the usage of mid-semester feedback in modules can lead to meaningful improvements in instruction, student learning outcomes and attitudes, and even lead to higher end-of-semester student ratings (Cohen, 1980; Marsh & Roche, 1993; Aleamoni, 1999; Hayward, 2002).

Over the last few semesters, the Centre for Development of Teaching and Learning (CDTL) at the National University of Singapore has organised workshops on designing and administering mid-semester student feedback as a part of its continuing professional development programme for faculty members. This paper evaluates the benefits of these sessions using narratives from about two dozen faculty members on how they deployed the mid-semester feedback and whether it brought about improvements in the teaching and learning process. The results of this study indicate that soliciting mid-semester student feedback encourages a more responsible attitude on the part of both teachers and students because of the opportunity to reflect upon the module at a critical juncture in the semester. The paper will also discuss issues that must be dealt with when scaling up the mid-semester student feedback practice to a University-wide scale.
@InProceedings{RAGUPATHI2012ENH,
author = {Ragupathi, K.},
title = {ENHANCING TEACHING AND LEARNING THROUGH MID-SEMESTER STUDENT FEEDBACK},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {5402-5407}}
TY - CONF
AU - K. Ragupathi
TI - ENHANCING TEACHING AND LEARNING THROUGH MID-SEMESTER STUDENT FEEDBACK
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 5402
EP - 5407
ER -
K. Ragupathi (2012) ENHANCING TEACHING AND LEARNING THROUGH MID-SEMESTER STUDENT FEEDBACK, EDULEARN12 Proceedings, pp. 5402-5407.
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