Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

Gormally, Cara; Martella, Amedee Marchand

doi:10.1187/cbe.15-12-0249

Cited by 16 publications

(14 citation statements)

References 74 publications

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“…The primary objective of this study was to determine whether SETs are used by instructors for formative purposes. Similar to Brickman et al (2016), we observed that the majority of instructors have used SET feedback to inform their teaching practice, with only a few instructors reporting that they had never used their SETs in this way. In fact, SETs were most often read immediately upon receipt, with both numerical scores and comments being considered; although consistent with the widespread use of SETs for formative purposes, many instructors focused primarily on the comments that provides "constructive" or actionable feedback.…”

Section: Discussionsupporting

confidence: 60%

“…A small majority of instructors reported either being "very dissatisfied" or "dissatisfied" with the current processes, although a large minority reported some degree of satisfaction. Brickman, Gormally & Martella (2016) similarly found that 41% of biology instructors were dissatisfied with SETs and 46% were satisfied "in some way", while Beran & Rokosh (2009) observed that 70% of instructors surveyed expressed concerns with their institution's SET instrument.…”

Section: Discussionmentioning

confidence: 99%

“…Focusing on the instructor's perception of student evaluation of their teaching practice, they noted many concerns and much confusion about how to use SETs. More specific to this issue of how SETs are used formatively in higher education, a study conducted by Brickman et al (2016) surveyed 399 biology instructors from post-secondary institutions across the USA and asked them 'To what extent do you use student evaluations to improve teaching?' The results of this study suggest that a large proportion of biology instructors in post-secondary institutions do use SET feedback to improve their teaching practice, but this is highly variable.…”

Section: Introductionmentioning

confidence: 99%

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Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching

Newton

Poung

Laila

et al. 2019

IJHE

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Student evaluations of teaching (SETs) provide both summative and formative feedback. Although it is clear that SETs are used by administrators for summative purposes, such as providing data to support personnel decisions, it is uncertain how instructors use them for formative development such as to inform overall teaching practice. The objective of our study was to determine the frequency and nature of SET use for formative purposes, to explore the perception of SET utility to inform teaching practice, and to determine how perception of SET utility might be improved to enhance its use in a formative context. Participants were all biological sciences instructors at a large, research-intensive University. This research was conducted in two phases, using a combination of focus groups, interviews, and a survey to yield both qualitative and quantitative data. We found that while instructors generally perceive that SET feedback has formative utility, and that most instructors have used SET feedback for formative purposes at some point, there are many elements of SET administration that they are dissatisfied with, and they suggest several ways in which SETs could be improved (such as allowing in class time for SET administration or doing multiple administrations per semester) to yield more useable feedback that could inform their teaching. The results of this study can be used to further inform the ongoing debate about the role that SETs should play in higher education, as they demonstrate both the utility and concerns about using SETs for formative purposes.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching

Newton

Poung

Laila

et al. 2019

IJHE

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“…Indeed, studies have shown students in online lab courses retain confidence in material 2 and are easily able to transition to physical experiments. 3 …”

Section: Novel Initiativementioning

confidence: 99%

Improving Biomedical Engineering Undergraduate Learning Through Use of Online Graduate Engineering Courses During the COVID-19 Pandemic

Nesmith

Hickey

Haase

2021

Biomed Eng Education

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“…Knowing that this is a normal process can help many learners work through the "pit of despair" and you can gain useful information on where they are and what other supports may be needed for them to succeed in your course This is a good time to get feedback, even though you know it will not be pleasant. [25] Set up mid-semester evaluations or a focus group. If they ask for the date of the next focus group meeting, make it soon!…”

Section: Table 3: Managing Depressionmentioning

confidence: 99%

The Kubler-Ross change curve and the flipped classroom: Moving students past the pit of despair

Malone

2018

Educ Health Prof

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Faculty Development intRoDuction Active participation in the classroom improves student learning and retention. [1,2] Students who discuss and practice material learn more than their counterparts, with more activity correlated with more learning. [3,4] The natural end point is the flipped classroom approach. [5] With a flipped classroom, students learn basic information outside of class and then use class and instructor time to work with the more challenging material. Studies in medical education have found the flipped classroom improves engagement and motivation while being as effective as standard classroom formats. [6,7] However, the transition from lecture to a flipped classroom can be daunting for all involved and can lead to concerns about student resistance. [8-12] The flipped classroom is a drastic change for many students, particularly in professional education. The typical professional student was often very successful in a lecture-based environment. To be metabolically efficient, the brain generally tries to predict what will happen next and spends energy only when reality is different than the prediction. [13] Whether physically moving to an active classroom or changing the format in the same classroom, flipping the class session minimizes the brain's predictive power, stimulates the amygdala, and increases brain activity. [14] Thus, the change curve is activated. The brain and its attendant student are set on high alert and have to work to mitigate the stress response. As Tolman et al. suggest, we should consider signs of student resistance a signal rather than an attitude. [15] Students may not be resistant, but rather mentally occupied. the KubleR-Ross change cuRve The Kubler-Ross change curve is also known as the five stages of grief (denial, anger, bargaining, depression, and acceptance). [16] The curve has since been broadened and modified to reflect typical stages of personal and organizational change. [17,18] The management change curve typically describes four to seven separate stages, starting with shock and ending with integration [Figure 1], and is used to help explain and predict how people will respond to change. The Kubler-Ross change curve is rarely discussed as a part of the student (or faculty) response to the flipped classroom. [10,19] However, it is very likely a significant force and addressing it Change is hard. The flipped classroom, while a powerful and growing force in medical education, is a major change for many health professions' students. Instructors may avoid "flipping" due to anticipated student resistance and poor course evaluations. The business community has developed specific guidelines on how to manage change using the Kubler-Ross death and dying change curve. This article suggests the change curve and related management strategies can and should be applied to flipped classroom scenarios. Action steps are provided for each stage that can help students move from stress and frustration ("I can't learn this way") to integrated learning as fast as possible, while simul...

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Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

Cited by 16 publications

References 74 publications

Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching

Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching

Improving Biomedical Engineering Undergraduate Learning Through Use of Online Graduate Engineering Courses During the COVID-19 Pandemic

The Kubler-Ross change curve and the flipped classroom: Moving students past the pit of despair

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