Aligning Teaching Methods with Learning Goals and Modes via Student Self-Assessment and Feedback
Abstract
The design and use of instructional methods and tools should be linked to assessment data. Classroom practices, activities, and assignments should be formulated and evaluated based on assessment information and feedback. In this simple study, qualitative means were used to discern which features of teaching would have an impact on general education learning goals and identified learning mode. By using student self-assessment and feedback (pre-/post-course and in-class), particular topics and content and a variety of methods and activities (such as peer-review of writing, word-problems, collaborative group work, analysis excercises), teaching and learning activities were evaluated with respect to their potential for enhancing written communication scientific/quantitative reasoning, and critical/analytical thinking skills. Although this approach was taken to develop effective methods and tools for teaching and learning in a chemistry course for non-science majors, the principles may be applied in other contexts. A description of the activities, and the insights and results from the study will be shared (e.g. that use of interactive activities influenced students’ preferred learning mode). Correspondence between features of a teaching/ learning activity and the student feedback instrument to evaluate the feature’s potential Impact on learning will be highlighted.
Location
Rooms 113 & 115
Recommended Citation
D'Agostino, Alfred T., "Aligning Teaching Methods with Learning Goals and Modes via Student Self-Assessment and Feedback" (2015). SoTL Commons Conference. 79.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/79
Aligning Teaching Methods with Learning Goals and Modes via Student Self-Assessment and Feedback
Rooms 113 & 115
The design and use of instructional methods and tools should be linked to assessment data. Classroom practices, activities, and assignments should be formulated and evaluated based on assessment information and feedback. In this simple study, qualitative means were used to discern which features of teaching would have an impact on general education learning goals and identified learning mode. By using student self-assessment and feedback (pre-/post-course and in-class), particular topics and content and a variety of methods and activities (such as peer-review of writing, word-problems, collaborative group work, analysis excercises), teaching and learning activities were evaluated with respect to their potential for enhancing written communication scientific/quantitative reasoning, and critical/analytical thinking skills. Although this approach was taken to develop effective methods and tools for teaching and learning in a chemistry course for non-science majors, the principles may be applied in other contexts. A description of the activities, and the insights and results from the study will be shared (e.g. that use of interactive activities influenced students’ preferred learning mode). Correspondence between features of a teaching/ learning activity and the student feedback instrument to evaluate the feature’s potential Impact on learning will be highlighted.
