Keith asked about research on the effectiveness of mid-term student feedback. Although most of it is quite old, there is research that suggests that there are benefits along the lines Keith suggested as "soft" data: increased student satisfaction with the course, higher student ratings, and enhanced exam performance. Some literature also suggests that having instructors talk with someone else to process the feedback is an important step in order to see these benefits.
Below are the sources I have uncovered about this issue. If you know of others, I'd love to hear about them. Abbott, R.D., Wulff, D.H., Nyquist, J.D., Ropp, V.A., & Hess, C.A. (1990). Satisfaction with the process of collecting student opinions about instruction: The student perspective. Journal of Educational Psychology, 82(2): 201-206. Abbott, R.D., Wulff, D.H., & Szego, C.K. (1989). Review of research on TA training. In J.D. Nyquist, R.D. Abbott, & D.H. Wulff (Eds). Teaching assistant training in the 1990s: New directions for teaching and learning, 39 (pp. 111-123). San Francisco: Jossey-Bass. Cohen, P.A. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4): 321-341. Hunt, N. (2003). Does mid-semester feedback make a difference? The Journal of Scholarship on Teaching and Learning, 3(2): 13-20. Overall, J.U., & Marsh, H.W. (1979). Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes. Journal of Educational Psychology, 71(6): 856-865. Mary Mary Wright, PH.D. CRLT, University of Michigan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
