Taken together with Reflective Teaching and, Peer Review of Teaching, Student Feedback forms a key component of NYU’s Teaching Quality commitment to define, support, measure, and honor teaching excellence at NYU, and to develop those mechanisms which will enhance teaching and improve student learning outcomes.
While we often think of feedback as a single activity, it is in fact a spectrum of practices which we can bring to our classrooms in the effort to ensure/increase student learning and to improve our practice as teachers going forward. Whether full scale focus groups, or quick “what was your one take away from this session?” formative questions, feedback can help faculty to:
- Identify gaps (in a course, or in a particular session)
- Identify where students are missing key concepts, which allows you to revisit them to bolster learning
- Evaluate and refine classroom practices (from class to class or from semester to semester)
- Promote self-reflection (in yourself and your students)
- Build trust and communication by demonstrating interest in students and their thoughts.
Here you will find sections that will help you find ways to collect feedback at all points of a term (before it starts, as it continues, and when it is finished) as well as help on how to act upon it to improve your students’ experience and learning.
Further NYU Overview Resources:
- Utilizing Student Feedback to Improve Teaching Practice (Video)
- Utilizing Student Feedback To Improve Teaching Practice (Slides)
Additional General Feedback Resources:
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
- Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
- Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
- Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. Routledge.