Reimagining the Student Evaluation: Using Democratic Frameworks & SWOT Analyses to Improve Teaching and Learning
Abstract
Description / Abstract
Student evaluations are among the most common assessments for teaching. Yet, they rarely provide substantive feedback on ways to enhance teaching and learning. This conceptual study seeks to address the issue by focusing its lens on the student evaluation and reimagining it through a SWOT framework to improve teaching and learning. The goal is to re-envision the student evaluation as more fluid and consistent, mutually beneficial for students and instructors, and seamlessly integrated into the fabric of the course.
Presentation Format
A tailored SWOT Analysis will be provided to outline (a) strengths which aid learning, (b) weaknesses which inhibit learning and inquiry, (c) opportunities for instructional and/or course improvement, and (d) instructional and/or course design threats to learning. The analysis can serve dual roles as an instructional assessment tool as well as a reflective learning tool for students and instructors alike.
Building on the work of service-learning researchers concerning the democratic classroom, the presenter will outline an instructional framework which promotes democratic assessment and engagement through the recognition of students and instructors in mutually beneficial exchanges of teaching and learning within any classroom setting (i.e., undergraduate, graduate, traditional, online, or hybrid).
Audience
This presentation will benefit faculty seeking to develop their teaching skills while improving course delivery and student learning.
Location
Rooms 113 & 115
Recommended Citation
George, Phillis, "Reimagining the Student Evaluation: Using Democratic Frameworks & SWOT Analyses to Improve Teaching and Learning" (2015). SoTL Commons Conference. 29.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/29
Reimagining the Student Evaluation: Using Democratic Frameworks & SWOT Analyses to Improve Teaching and Learning
Rooms 113 & 115
Description / Abstract
Student evaluations are among the most common assessments for teaching. Yet, they rarely provide substantive feedback on ways to enhance teaching and learning. This conceptual study seeks to address the issue by focusing its lens on the student evaluation and reimagining it through a SWOT framework to improve teaching and learning. The goal is to re-envision the student evaluation as more fluid and consistent, mutually beneficial for students and instructors, and seamlessly integrated into the fabric of the course.
Presentation Format
A tailored SWOT Analysis will be provided to outline (a) strengths which aid learning, (b) weaknesses which inhibit learning and inquiry, (c) opportunities for instructional and/or course improvement, and (d) instructional and/or course design threats to learning. The analysis can serve dual roles as an instructional assessment tool as well as a reflective learning tool for students and instructors alike.
Building on the work of service-learning researchers concerning the democratic classroom, the presenter will outline an instructional framework which promotes democratic assessment and engagement through the recognition of students and instructors in mutually beneficial exchanges of teaching and learning within any classroom setting (i.e., undergraduate, graduate, traditional, online, or hybrid).
Audience
This presentation will benefit faculty seeking to develop their teaching skills while improving course delivery and student learning.
