Feedback on instruction helps you assess and evaluate the impact of your teaching or your lesson, course,
or program. By gathering feedback, you are engaging in research. Specifically, you are asking a particular
research question and then deciding what data to collect—most commonly from your students—and
how to evaluate it. A research question you will likely ask is, “Is my teaching achieving my goals?” In
addition, you may be interested in asking other questions about your instruction, even one as simple as,
“What’s going on here?”
The process of gathering and understanding
feedback on instruction can be as formal and
standard as using an end-of-course evaluation
form mandated by your department or faculty. It
can also be informal, such as asking students to
reflect on teaching and learning in a mid-term oral
feedback session, during which you can ask such
questions as “How is the course going so far?” and
“Is there anything you would like to maintain or
modify?” Or, it can be as complex and generative
as involving yourself and/or your students in an
ongoing process of scholarly inquiry around
teaching and learning.
Even before considering how to
assess elements of global
citizenship in your teaching, you
may ask yourself the following
questions as you think about how
you will capture feedback on
instruction:
•
What methods will I use for gathering feedback on instruction?
•
From whom will I gather feedback? All students? A subset of students? My peers and
colleagues?
•
How often will I gather feedback?
•
How will I evaluate my teaching based on the data I collect?
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Feedback on
instruction
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