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Tridib Chatterji Dubai Womens College April, 2010.

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Presentation on theme: "Tridib Chatterji Dubai Womens College April, 2010."— Presentation transcript:

1 Tridib Chatterji Dubai Womens College April, 2010

2 Do student presentations (peer teaching)? Provide individual feedback prior to delivery? Provide feedback immediately afterwards? Assess feedback sessions – student preparedness… Do peer feedback

3 Background Key Research Findings Feedback Statistics – Semester 1, 2009/2010 Feedback Methodology Feedback Methodology (1, 2, 3) Feedback in Projects (Assessment Criteria) Feedback Pitfalls

4 Student Forum survey data – 968 students surveyed, 11/2009:survey Students prefer written projects, practical tasks and many small tests (80%) Students would like to have more feedback (even for A students) – both written and oral individual feedback is helpful (students feel that this feedback is very useful as a learning opportunity) (70%)

5 Corrective feedback significantly increases student learning One of the most significant activities a teacher can engage in to improve student achievement Effective feedback is timely. Delay in providing students feedback diminishes its value for learning Criterion-referenced feedback provides the right kind of guidance for improving student understanding * Source:

6 * Feedback includes individual project and presentation plus group project with individual components One-on-one feedback and group feedback: 51 students in three sections 77x (51 individual, 13 group meetings, 13 group presentations) Total feedback = 2195 minutes or 37 hours *

7 360˚ Individual meeting/feedback after topic assignment and after first week (assessed) Immediate feedback after presentation compiled from written notes. (Two-way)written notes Online Peer feedback (group project)feedback

8 Individual meeting/feedback after topic assignment and after first week (assessed)

9 Immediate feedback after presentation compiled from written notes. (Two-way)written notes

10 Online Peer feedback (group project)feedback

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12 Argumentative or hostile students. Students with unrealistic expectations (poor performance vs high grades) Non-timely feedback i.e. not immediately after session

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