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Thursday, June 18 • 3:45pm - 4:15pm
CON08.09 - How can mid-course evaluations of teaching inform our teaching practice and improve students’ learning experiences?

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Student evaluations of teaching (SETs) are the most common approach to evaluating quality of instruction in higher education (Winchester & Winchester, 2012). Typically, SETs are completed towards the end of a course as a means of summative assessment. However, mid-course evaluations of teaching are being increasingly promoted as a way for instructors to collect useful formative feedback from students partway through a course (University of British Columbia Mid-course Feedback, n.d.). These informal evaluations are typically conducted approximately halfway through the term, enabling students’ feedback to be analyzed and applied, as appropriate, during that course offering. Gathering and applying feedback in this way acknowledges its context-specific nature and has the potential to enhance the teaching and learning environment in notable ways (Cook-Sather, 2009). Currently, 30% of instructors in our Faculty indicate they gather mid-course feedback from students in their courses. This interactive session will draw upon our experiences conducting mid-course evaluations of teaching in approximately 40 undergraduate and graduate courses, ranging in size from 15 to 200 students. We will share insights regarding various approaches to conducting evaluations and provide examples of ways in which students’ mid-course feedback has had significant impacts on our teaching practice. Through facilitated discussion and small-group learning activities, we will support participants in identifying strategies to i) effectively administer mid-course evaluations of teaching in their own particular contexts, and ii) analyze and reflect upon students’ mid-course feedback in order to both inform one’s teaching practice and improve the learning experience for students.

Cook-Sather, A. (2009). From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms. Assessment & Evaluation in Higher Education, 34, 231-241.

University of British Columbia Mid-course Feedback. Retrieved from http://midterm.teacheval.ubc.ca

Winchester, M. K., & Winchester, T. M. (2012). If you build it, will they come? Exploring the student perspective of weekly student evaluations of teaching. Assessment & Evaluation in Higher Education, 37, 671-682.

avatar for Judy Chan

Judy Chan

Education Consultant, Faculty Liaison, University of British Columbia

Thursday June 18, 2015 3:45pm - 4:15pm PDT
Salon 1

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