|Published online: January 20, 2015||$US5.00|
In response to the need for undergraduate faculty in higher education to learn how interactive feedback teaching practices could improve student learning, a two-sided Feedback Evaluation Survey Form was created. This self-report study examined how undergraduate teaching candidates at a northeastern college evaluated 25 Likert-based statements of instructor-student dialogue during classroom discussion and assessment. The other side of the evaluation form asked students to write their impressions of how instructor feedback was useful for classroom discussion, writing assignments, the midterm exam, and their future teaching careers. The results of the study found that a high percentage of students believed that interactive feedback could advance their academic, cognitive, and affective skills. Undergraduate faculty may learn from this study developing feedback practices can create an interactive student-based classroom.
|Keywords:||Feedback, Interactive, Student-centered Learning|
The International Journal of Humanities Education, Volume 12, Issue 2, January 2015, pp.13-25. Article: Print (Spiral Bound). Published online: January 20, 2015 (Article: Electronic (PDF File; 728.100KB)).
Associate Professor, Undergraduate Division, Education Department, Touro College, New York City, New York, USA
Adjunct Professor, Mathematics Department, Touro College, New York, New York, USA