student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
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We should address student diversity in multi-disciplinary large classes
by providing relevant disciplinary context-related exemplars when teaching
'service classes.'
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Providing group feedback on student assessments on a weekly basis and
a recapture of the problematic topics through extra assessment (if
possible) before moving to new topics. (This is very effective for first year
and the mathematically weaker groups).
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Encouraging teaching staff to share their success and failures in teaching
large classes and using it as a mentoring guide for all the new and less
experienced teaching staff.
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If the score 3 has no impact on the Good Teaching Score, then, maybe
this should be replaced by ”I do not care” or “I do not know” so that
we can look at the percentage of those who just do not care about
the course.
10.8 Resources
What resources have you accessed and found useful? Eg journal articles,
case studies etc
A comprehensive list of references is provided in section 10.13 References.
What external expertise have you enlisted or accessed? How useful and
in what ways has this been beneficial to your ART project?
Staff attended the ATN Evaluation and Assessment Conference. Assessment
and Evaluation for Real World Learning, A conference for University Teachers,
29–30 November, 2007, Queensland University of Technology.
Cliff da Costa attended the conference and met with Helen MacGillivray of QUT
to gather information about the structure and organisation of the QUT tutor
training and tutoring system. We could see that we are already undertaking
most of the practices that are recommended by others in our teaching.
What other resources eg people, finance, internal university funding etc have
been available?
We employed a small number of research assistants to carry out the statistical
analysis for us using RMIT LTIF funding money.
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