Tue, May 28, 2013 1:15 PM - 4:15 PM IRVING K. BARBER LEARNING CENTRE. Free - Please Register. Students can provide useful formative (during a course) feedback for continuous teaching improvement. Asking for, providing, and responding to this feedback in respectful ways can benefit both instructors and students. While such feedback may not always be flattering, and this can be a challenge, reflective practitioners make evidence-based decisions in their teaching. How we respond to formative feedback, whether positive or negative, is more important to the improvement of teaching and learning than the feedback itself.
Boice (1987) found that formative evaluation leads to three positive changes:
* It raises term-end evaluations
* It leads to the introduction of alternative teaching behaviours
* It improves “classroom comfort” for both instructors and students.
During this interactive seminar, we will discuss the benefits and challenges of formative evaluation; consider some effective, manageable ways to solicit formative evaluation data, and use simulations and guided practice to prepare for implementation.
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