student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
Utilising the Math1275 results for the Bundoora campus students and their
performance on the first topic test, it was observed that there was a high
correlation between their two results. This information was used to predict the
student’s final performance in the course and identify those students at risk of
failing. Interventions were offered to these students and successfully applied
where taken up by the student.
Outline the stages of action taken and how it was reflected in the action
research cycle process ( Plan, Act, Observe, Reflect)
Members implemented the improvements to teaching practices that worked
well and managed to improve the average good teaching score in first
semester of 2007 by 10%. In summary we restructured our courses to be
more student centred by incorporating their written comments into the delivery
of our courses. Because some of the changes were based on their comments,
we need to reassess their comments in 2008 and see if the changes were
received well by the new group.
How have students been involved in the project?
At the start of the new semester in 2008, students were informed about the
changes and the fact that these changes had occurred based on the previous
students cohort feedback. The aim was to show them that their constructive
comments are taken into account in order to improve the teaching practice
at RMIT. Two students from service courses who had done two of the courses
(in the analysis) were invited to talk to their classmates and then present their
view in the first Plenary session in 2008. Their view was received very warmly
by other participants who were mainly Heads of Schools and Course
Co-ordinators at RMIT.
10.5 Outcomes
What outcomes did the project achieve? Expected and unexpected?
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Students do not recognize their responsibilities in the learning process.
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Students want very well organized lecture notes and continuous
assessment (probably on a weekly basis) and feedback (preferably
individual) throughout the term.
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Each lecture should begin with a review of the material covered in the
previous lecture and an indication of what will be covered next.
– – Students prefer to have multiple attempts at online tests rather than
practice with online quizzes and then have only one attempt at the tests
(gives them confidence when they do the test and provides a more
effective learning environment).
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