What can regular and timely student feedback tell us about the teaching and learning processes?. Issue 6 (2nd November 2017)

• Record Type: Journal Article
• Authors: Youssef, Lamiaa S.
• Is Part Of: Reflective practice. Volume 18:Issue 6(2017)
• Page Start: 750
• Page End: 771
• Publication Date: 2017-11-02
• Subjects: Assessment of learning -- evaluation of instruction -- student feedback -- formative evaluation -- classroom dialogue -- learning environment -- teaching and learning; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2017.1351350
• Languages: English
• ISSNs: 1462-3943

Abstract

Abstract: Most studies on the evaluation of teaching focus on the input (teacher traits) or the output (student-generated products) of the teaching and learning processes. This article is based on a case study that examines the three components of teaching and learning: input, output and process. It presents a framework for collecting quantitative and qualitative data on the quality of instruction, assessment and feedback, and learning environment in college composition courses to complement the feedback provided by the end-of-course student evaluations of teaching for the purpose of monitoring, guiding, and improving instruction.