A teachable moment getting students to provide responsible feedback
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A Teachable Moment: Getting Students to Provide Responsible Feedback. Brenda M. Coppard, PhD, OTR/L, FAOTA Creighton University. Objectives. Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.

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A teachable moment getting students to provide responsible feedback

A Teachable Moment: Getting Students to Provide Responsible Feedback

Brenda M. Coppard, PhD, OTR/L, FAOTA

Creighton University


Objectives

Objectives

  • Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.

  • Generate addition ways to prepare students for responsible feedback.


Context

Context

  • Creighton University, Catholic & Jesuit school

  • School of Pharmacy and Health Professions:

    • Pharmacy, Physical Therapy & Occupational Therapy

  • Orientation during first week of classes, repeated with classes thereafter each Fall semester


What is constructive instructive feedback

What is constructive & instructive feedback?

  • Information about performance

  • Aim to improve or enhance performance

  • Based on facts

  • Built on trust, honesty, genuine concern

  • Instructive: instructions on how to improve are incorporated into constructive feedback

    http://www.hr.unimelb.edu.au/pdf-giving-feedback/


Hints to provide constructive feedback

Hints to provide constructive feedback

  • Describe versus evaluate

    • “I experienced…, I noticed…, I observed…”

    • State observations versus interpretations

  • Be direct

    • Get to the point; use a straightforward manner

    • Give feedback to the person; avoid giving feedback via technology messengers

      http://www.hr.unimelb.edu.au/pdf-giving-feedback

      http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html


Hints to provide constructive feedback1

Hints to provide constructive feedback

  • Specific versus general

    • “I perceived you were not listening when you did not give me eye contact as I was voicing my concerns about the assignment and I felt forced to accept your arguments.”

  • Focuses on facts versus the person

    • “You talked more than anyone else in the group” versus, “Joe was a loud mouth.”

  • Directed at an issue or behavior that can be corrected

    • “The teacher’s accent is annoying.”

      http://www.hr.unimelb.edu.au/pdf-giving-feedback

      http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html


Hints to provide constructive feedback2

Hints to provide constructive feedback

  • Feedback involves suggestions for improvement

    • “Allowing time in class to work on our group projects may have eliminated some of the frustration in coordinating busy schedules to meet outside of class time.”

  • It is well thought out; don’t “shoot from the hip”

    • Motivations? Retaliation or wish to improve course for the next offering

      http://www.hr.unimelb.edu.au/pdf-giving-feedback/

      http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html


Unconstructive destructive

Unconstructive/Destructive

  • “I learned NOTHING.”

  • “I didn’t feel like I learned a lot during this class.”

  • “The teacher made a few people upset with her ideas.”

  • “You didn’t think the assignments through. They don’t meet our learning needs.”

  • “The course was bad. It was not what I expected.”

  • “You were late to class sometimes. It’s inconsiderate of you to show up after class time has started.”


Constructive instructive

Constructive/Instructive

  • “The course website was organized well. I thought the weekly reminders on the website helped me meet the deadlines for assignments.”

  • “It was difficult to read more than 10 pages or so---reading 40 pages or more were tedious and time consuming, which interfered with my studying.”

  • “Hands on experiences & practicums helped me apply what I was learning.”


End of course student ratings

End of Course Student Ratings

  • Must complete the IDEA Student Ratings of Instruction to receive final grade report

  • Completed on-line; classes are given 30 minutes of compensation time per course to complete the IDEA

  • Reflect back on semester using your syllabus to remind you of the class sequence, assignments, activities and assessments

  • Avoid completing IDEA if you are overly emotional


What happens with data from the idea student ratings of instruction

What happens with data from the IDEA Student Ratings of Instruction?

  • Results about course are routed to the OT Program Assessment Committee to forward any recommendations to appropriate committees/individuals

  • Chair receives a copy of all faculty member’s ratings; one data point used to judge a faculty member’s merit performance in teaching

  • Used to help develop faculty member’s teaching knowledge and skills

  • Your feedback back matters!

  • Overtime, copies are included in a faculty member’s dossier to be considered for tenure & promotion


A teachable moment getting students to provide responsible feedback

When will you have chances to give constructive/instructive feedback as a student & a future practitioner?


References

References

http://www.hr.unimelb.edu.au/pdf-giving-feedback

http://ces.edgateway.net/cs/resources/view/ces_res/26

http://www.hr.unimelb.edu.au/pdf-giving-feedback/

http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html


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