Checking-in: Collecting, Interpreting, and Utilizing Feedback from Students

In a famous synthesis of hundreds of meta-analyses on student learning, the education researcher John Hattie concluded that “far and away the most effective teaching intervention … [is] raising the quality of the feedback teachers receive about their impact.” And this seems to hold for both the direct feedback teachers receive (via student performance on assessments) as well as the indirect feedback they receive when asking students to reflect on their learning. In this workshop we will introduce faculty to both the scholarship on feedback and various strategies they might adopt to collect, interpret, and utilize that feedback in their classrooms.

If you are interested in participating please RSVP here.

Coffee and pastries will be served. This workshop is open to all instructors at Rice University.