translated and adapted from a presentation by Asko Karjalainen

Monitoring what students learn

the essential tasks

of teaching

A. Determine a student’s prior knowledge

B. Promote learningactivity

C. Carry outcontinuous evaluation

Feedback before the lecture

Feedback before the start of the actual teaching helps the teacher to adjust the aims of the lecture, the level, the style, the pace and the division into sections.

Changes made on the basis of this feedback improve the lesson from the perspective of learning aims.

(Kekäle, p. 64)

Diagnostic test

The test guides the lecturer in the planning and realisation of lectures.

The lecturer asks questions related to the key themes and sub-themes of the intended lecture.

The short diagnostic test is recommended on the day prior to the lecture.

Students can complete the test, for example, at home and grade it themselves at the start of the lecture using instructions on an OHT.

(Kekäle, p. 60)

Level test

The level test can help to clarify the students’ prior knowledge and serves as a basis for planning and the final assessment.

The level test is often held during the first lesson. Questions can also be asked about what the participants are

interested in, their motives for taking the course, and their understanding of key topics and concepts which will be dealt with during the course.

Questions can also be asked to gather background information: age, major, profession, year of study.

The results of the level test should also be presented to the students.

The level test may bring to light certain ways of thinking that impede the understanding and learning of the topic.

(Kekäle, p. 60)

Question bank

A question bank is an objective, computer-based pool of right/wrong questions. It is particularly suited to courses on which a large amount of factual information is taught.

The bank contains hundreds of questions about the lecture topics and related themes.

The questions are organised into sets of five, divided up according to the lecture themes.

Before the lecture, appropriate questions can be printed out from the question bank. These can be given out for students to answer during the first 5-10 minutes of the lecture.

The students can check the answers themselves with a key provided by the lecturer.

The purpose is to focus the students’ attention on areas they have not yet mastered.

(Kekäle, p. 61)

Feedback during the lecture

It is worthwhile collecting feedback about the course while the course is in progress.

This makes it possible to react quickly to the feedback and make changes in the teaching if necessary.

Students can also find out more about unclear topics by giving feedback.

(Kekäle, p. 64)

Asking and listening

Do the students understand the topic being dealt with? Is something still unclear?

How well do the students understand the ideas and concepts presented? How well are they able to connect them to their earlier knowledge constructs?

How do the students process, relate to, apply and assess the topic being dealt with? How meaningful is it to them?

How does the material to be taught correspond to the students wishes? Is it relevant to the students’ individual needs?

(Kekäle, p. 64)

Proper timing of questions

Consider at which stage to ask for feedback. It is a good idea to collect feedback about 20-30 minutes after lecturing, not just at the end of the lecture.

Give students time to form questions. Give students the chance to make sure that their

questions are not stupid (for example, by discussing with a partner).

Ask everyone to form questions.

(Kekäle, p. 74)

Feedback statements

The aim is to give students the message that the teacher is interested in the reception his or her teaching received, i.e., how the students experienced the course and its content, its pace, etc.

Statements can be given orally. All kinds of statements can be given, from formal

statements to comments related to discussion.

(Kekäle, p. 64)

Non-verbal feedback I

The teacher can draw conclusions from the students’ behaviour, expressions and gestures.

The arrival of the students A sense of the social grouping helps the planning of group work. Do the students come into the classroom alone, in pairs or in groups? With whom? In which part of the classroom do they sit?

Student groups and differences between students Who express opinions independently? Who second the opinions of others? Are there leaders in the classroom?

Student reactions How quickly do the students’ reactions show on their faces (interested, tired, sulky)? These signals can help the teacher to plan the teaching.

(Kekäle, p. 67)

Non-verbal feedback II

Students’ note-taking strategies Do the students write down everything or do they make summaries? Writing down everything presented is often a signal of mechanical, thoughtless copying, while summarising requires thought.

Students’ attitude to the pace and timing Allow sufficient time for taking notes and understanding the topic. If the pace is too fast, there is a risk that surface learning and mechanical copying will result.

(Kekäle, p. 68)

Quizzes

Quizzes provide immediate feedback about how well the students have assimilated and mastered the topic.

They also give tips about what should be focused on in the next lesson.

After a brief period of lecturing (about 5 mins), ask the students, alone or in groups, to answer a quiz on the topic (for example, multiple choice questions).

The students give immediate answers. Extra questions can be given on the problematic points.

(Kekäle, p. 68)

Multiple choice questions

These can be used in large groups. At the start of the lesson, give out coloured plastic cards

with which the students can indicate their answer. The multiple choice questions are projected on the OHP

so that everyone can see them. The alternative answers are colour-coded (for example,

green, red, blue, yellow). From the range of coloured responses, the teacher can

see at a glance if the topic has been understood. The alternative answers and colours can be numbered.

(Kekäle, p. 69)

Fish bowl

Give the students slips of paper on which they can write down one question about the course material.

The question can be about, for example, a point which is unclear or the practical application of the topic.

At the end of the lesson or the start of the following lesson (if writing the question is set for homework), ask the students to put their question slips into a bowl.

Lift the questions out of the bowl and answer them Also, give the students the chance to answer the questions.

(www.tlc.eku.edu/tips)

Feedback at the end of the lesson

Feedback can be used to give more specific instructions recommend supplementary reading prepare and distribute a supplementary handout give tutoring or guidance clarify certain points at the next lesson encourage students to attend the teacher’s office hour if they

have further questions redefine the course objectives and learning goals develop a lecture course provide tips about the key topics of the course, which may be

important for a test

(Kekäle, p. 68)

Speedy feedback

This is recommended for use about once a week during the course. Arrive in the classroom before the lesson and write the following on

the board: What was the most important thing you learned today? What question is uppermost in your mind after the lesson?

Explain that students will write brief answers to the questions on the board at the end of the lesson.

Reserve time at the end of the lesson for writing answers. Alternatively, you can also ask the students to write down

three important points which best encapsulate the content or core of the lesson

the hardest or most confusing point or theme.

(Kekäle, p. 71-72)

Preparing group feedback

The students can be divided into groups of four. Each group is given a different task during the lesson. After the lesson, the groups discuss their assignments,

collect ideas and report them to the teacher, who presents his or her own view of the students wishes. Group A works on an assignment connected with the lesson content. Group B collects personal experiences of topics presented in the lesson. Group C lists points about which they disagree with the teacher. Group D makes a listen of points related to the topic about which they

would like to hear more.

(Kekäle, p. 72)

Quick survey

This is presented to the class on an OHT. The OHT contains several statements to which the students

respond: I agree / yes I don’t know I disagree / no

The students write down the number of the statements and give their response.

Examples of statements: I can list four ways of measuring… I understand the concept of… I can

list three sources of error… I still need more practice / exercises… I still don’t understand the key theme of the lesson, which is… My notes are still incomplete… The lessons go too fast…

The teacher collects the papers with the answers.

(Kekäle, p. 73)

Minute paper

Ask the students to answer two questions.The students have only one minute to give an

answer.What is the most significant and helpful point

which you learned in today’s lesson?What questions still remain uppermost in your

minds from this lesson?Ask for the students’ responses.

(http://www.flinders.edu.au/teach/assess/feedback.htm#types)

Muddiest point

Ask the students to write down what was still unclear at the end of the lesson. There may be more than one point.

In the next lesson, you can clarify the points which remained unclear.

(http://www.flinders.edu.au/teach/assess/feedback.htm#types)

Five main points

Ask the students to write down the main point of the lesson in one or two sentences.

Ask them also to list five main topics which were covered in the lesson: 1. 2. 3. 4. 5.

(http://www.flinders.edu.au/teach/assess/feedback.htm#types)

Application of ideas

Ask the students to think about interesting ideas and thoughts that have arisen from the lesson.

Next, ask them to come up with ways in which their thoughts are exemplified in everyday reality. applications

(http://www.flinders.edu.au/teach/assess/feedback.htm#types)

Feedback after teaching

Students can assess the teaching in absolute terms, by comparing it to other lessons, by giving their opinions of the pluses and minuses of the lesson, by making suggestions about how the lesson can be improved.

Students can also give feedback about the teacher’s mastery of the subject and ability to

communicate it to the students, the teacher’s style and disturbing mannerisms, his or her approachability and methods, his or her relationship with the students.

(Kekäle, p. 76)

Feedback forms

Forms can be adapted for different purposes, for example, computer-based feedback forms, self-assessment forms, feedback forms for use at the start, middle or end of the course.

Forms assist in the analysis of feedback from large groups.

The next three slides give examples of types of feedback forms

I would like to develop my teaching and your help would be appreciated. Describe my teaching briefly in your own words in the boxes provided below.

GENERAL IMPRESSION

STRENGTHS AREAS FOR DEVELOPMENT

1/3

ASSESSMENT FORM To help develop the course and the teaching, write a brief assessment of the

course in the boxes provided. Please provide reasons for your views.

Which aspects of the coursehelped you to learn or ”work well”?

2/3

Which aspects of the coursedid not promote learning or

”what went wrong”?

How can this course be developed?

3/3

Feedback box

A cardboard box can be placed at the back of the classroom for collection of feedback.

After each class, students leave about 25 questions or comments.

The feedback is written up on an OHT for discussion at the start of the next lesson.

(Kekäle, p. 76)

Feedback by e-mail

E-mail can be used to communicate feedback, questions and answers.

Time in lessons can be saved when feedback is dealt with outside the classroom.

This method gives even shy students a better opportunity of giving feedback.

Using e-mail, students can receive almost immediate responses to their questions.

(Kekäle, p. 77)

Written feedback

RESERVE CLASS TIME FOR GIVING FEEDBACK Distribute feedback forms during the lesson and give the students time

to fill them in. Electronic feedback: reserve a computer lab and ask the students to

give feedback during class time. GIVE GUIDANCE FOR GIVING FEEDBACK

Explain about assessment already at the beginning of the course. Explain why feedback is collected and how it will be used.

EXPLAIN WHAT WILL BE DONE WITH THE FEEDBACK Summarise the feedback from the previous course and explain how it

was used. Explain what changes were made. Explain what was not changed and why suggestions from students were

not acted upon. Tell the students where they can read about the consequences of the

feedback they give (for example, give the address of a web page where they can read the outcomes).

Lesson committee

A committee of students is formed, and they meet the teacher at regular intervals.

The job of these student representatives is to pass on the feedback they receive from other students about the courses and their progress in their studies.

The student committee can then propose a plan for modifications to the courses.

(Kekäle, p. 77)

References

• Kekäle, J. 1994. Luento-opetuksen kehittäminen. Vähemmälläluennoimisella parempiin tuloksiin. Korkeakoulupedagogiikan perusmateriaali. Oulu.