student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership––We should address student diversity in multi-disciplinary large classesby providing relevant disciplinary context-related exemplars when teaching'service classes.'––Providing group feedback on student assessments on a weekly basis anda recapture of the problematic topics through extra assessment (ifpossible) before moving to new topics. (This is very effective for first yearand the mathematically weaker groups).––Encouraging teaching staff to share their success and failures in teachinglarge classes and using it as a mentoring guide for all the new and lessexperienced teaching staff.––If the score 3 has no impact on the Good Teaching Score, then, maybethis should be replaced by ”I do not care” or “I do not know” so thatwe can look at the percentage of those who just do not care aboutthe course.10.8 ResourcesWhat resources have you accessed and found useful? Eg journal articles,case studies etcA comprehensive list of references is provided in section 10.13 References.What external expertise have you enlisted or accessed? How useful andin what ways has this been beneficial to your ART project?Staff attended the ATN Evaluation and Assessment Conference. Assessmentand 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 QUTto gather information about the structure and organisation of the QUT tutortraining and tutoring system. We could see that we are already undertakingmost of the practices that are recommended by others in our teaching.What other resources eg people, finance, internal university funding etc havebeen available?We employed a small number of research assistants to carry out the statisticalanalysis for us using RMIT LTIF funding money.Page 146