ABSTRACT

Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a ‘Course Refinement’ and includes consultation with educational developers. As part of a multiphase study investigating teachers’ perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson’s well-known ‘seven principles for good practice in undergraduate education’, as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the ‘seven principles’.

摘要

中等学生的反馈是大专院校的一个普遍过程，可以导致增强的教学实践，从而有可能在总结性课程评估中提高教学技能的等级。在麦克马斯特大学，期中学生的反馈被称为“课程改进”，其中包括与教育开发商的咨询。作为一项多阶段研究的一部分，该研究旨在调查教师对“课程细化”​​过程及其影响的看法，该分析提出了该过程的有效属性，是对Chickering和Gamson着名的“大学教育中良好实践的七项原则”的改编。调查结果与他们的工作相吻合。就我们所知，这标志着教育发展对“七项原则”的首次改编。