Seven principles for good practice in midterm student feedback. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Taylor, Rebecca L.; Knorr, Kris; Ogrodnik, Michelle; Sinclair, Peter
• Is Part Of: International journal for academic development. Volume 25:Issue 4(2020)
• Page Start: 350
• Page End: 362
• Publication Date: 2020-10-01
• Subjects: Midterm student feedback -- seven principles -- small group instructional diagnosis; College teaching -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1
• DOI: 10.1080/1360144X.2020.1762086
• Languages: English
• ISSNs: 1360-144X

Abstract

ABSTRACT: Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a 'Course Refinement' and includes consultation with educational developers. As part of a multiphase study investigating teachers' perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson's well-known 'seven principles for good practice in undergraduate education', as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the 'seven principles'.