student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
10.11 Evaluation of the ART Project
The ‘Good Teaching Score” (GTS) for the majority of the subjects that were
used as a ‘pilot subject’ in this project improved by about 5-10% per year and
in general the school average CES increased continuously from the start of this
project by 15.5% in 2007 and another 9% in 2008. The ART project also lead
to the success of 2 Teaching and Learning grants by the group in 2008 to the
values of $48000 and $18000 respectively.
The project lead to the creation of a new position of Director of Learning and
Teaching in the school. The position is taken by one of the ART members and
his role is to continue to transfer effective teaching and learning practices
to other staff in the school and to encourage them to share their innovations
with others in the school.
The School has also introduced an incentive for improving the GTS in the
school by rewarding staff that have achieved significant improvements in their
teaching, and has made each discipline group responsible for improving the
CES score for their discipline. This will only be achieved if each individual
member in the discipline adopts the effective teaching, learning and
assessment practices. The other significant impact of this project is the
fact that improving the teaching score has become part of the work plan
of the School.
10.12 Recommendations
School:
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Address student diversity in multi-discipline large classes by providing
relevant disciplinary context-related exemplars in teaching service classes.
––
Provide group feedback on student assessment on a weekly basis and
recapture the problematic topics through extra assessment (if possible)
before moving to the new topics. This is very effective for first year and the
mathematically weaker groups.
––
Encourage teaching staff to share their success and failures in teaching
large classes and use it as a mentoring guide for all the new and less
experienced staff.
– – Experienced teaching staff should be encouraged to use more applicable
examples in their teaching material so that service students can see the
relation between their field of study and topics taught.
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