Experiencing the Co-Construction of an Undergraduate Course with Students. What can learn Teachers from their In-Progress Feedback?
DOI:
https://doi.org/10.6092/issn.1825-8670/9671Keywords:
Course evaluation, Student Voice, Students as Researchers, Assessment as Learning, Higher EducationAbstract
Educational technologies are useful to engage actively students in their learning paths. The Student Voice approach can furthermore allow students to become co-researchers in the evaluation process and, by providing adequate feedback, co-constructors of their training path. The research aims at investigating, through a quan-QUAL sequential explanatory design – the feedback provided by the students attending a course characterized by the flipped learning and on the Assessment as Learning approaches. The quantitative results show the students mainly provided two types of feedback: descriptive feedback, characterized by a lower level of reflexivity; and evaluative feedbacks regarding the effectiveness of the teaching approach. In addition to providing clear indications to the teacher to orient the experimentation, the qualitative results highlight how participating in the course evaluation process has allowed the students to acquire greater awareness both in relation to the subject and the enhancement of personal skills and transversal skills.References
Agosti, A. (2006). Gruppo di lavoro e lavoro di gruppo: Aspetti pedagogici e didattici. Milano: Angeli.
Anderson, L. W., Krathwohl, D., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Andrew, S., & Halcomb, E. J. (2012). Mixed methods research. In S. Borbasi & D. Jackson (Eds.), Navigating the Maze of Research: Enhancing Nursing and Midwifery Practice, (3rd ed., pp. 147-166). Marrickville (NSW): Elsevier.
Armellini, G. (1994). Inventare la letteratura: le “domande legittime” e l’imprevisto nell’educazione letteraria. In P. Bertolini (Ed.), Sulla didattica (pp. 239–262). Scandicci: La Nuova Italia.
Bertolini, P. (1999). Due saggi introduttivi. In P. Bertolini (Ed.), La valutazione possibile (pp. 3–21). Scandicci: La Nuova Italia.
Bevilacqua, A. (2018). Flipped learning in ambito universitario. Presupposti e indicazioni pedagogico-didattici tra implementazione e ricerca, Lecce: PensaMultimedia.
Blair, E., & Valdez Noel, K. (2014). Improving higher education practice through student evaluation systems: is the student voice being heard? Assessment & Evaluation in Higher Education, 39(7), 879-894. https://doi.org/10.1080/02602938.2013.875984
Boud, D., & Falchikov, N. (Eds.) (2007). Rethinking assessment in higher education: Learning for the longer term. New York, US: Routledge/Taylor & Francis. https://doi.org/10.4324/9780203964309
Boud, D., Keough, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.
Bovill, C., Cook-Sather A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. https://doi.org/10.1080/1360144X.2011.568690
Carruth, P. J., & Carruth, A. K. (2011). Evaluation Of College Faculty: What Do Accounting Students Really Think? Journal of College Teaching & Learning (TLC), 1(9), 1-8. https://doi.org/10.19030/tlc.v1i9.1985
Cavanagh, S. (1997). Content analysis: concepts, methods and applications. Nurse Researcher, 4, 5-16. https://doi.org/10.7748/nr.4.3.5.s2
Chinn, P. L., & Kramer, M. K. (1999). Theory and Nursing a Systematic Approach. St Louis: Mosby Year Book.
Chirema, K. D. (2007). The use of reflective journals in the promotion of reflection and learning in post-registration nursing students. Nurse Education Today, 27(3), 192-202. https://doi.org/10.1016/j.nedt.2006.04.007
Cole, F. L. (1988). Content analysis: process and application. Clinical Nurse Specialist CNS, 2(1), 53-57. https://doi.org/10.1097/00002800-198800210-00025
Cook-Sather, A. (2009). “I am not afraid to listen”: Prospective teachers learning from students. Theory into Practice, 48(3), 176-183. https://doi.org/10.1080/00405840902997261
Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40(4), 555-575. https://doi.org/10.1111/j.1467-873X.2010.00501.x
Denzin, N. K. (2009). The Research Act. New Tourk: Routledge.
Domenici, G. (2018). Quando la valutazione diventa risorsa aggiuntiva nei processi di istruzione. In A. Marzano & R. Tammaro (Eds.), Azioni formative e processi valutativi. Scritti in onore di Achille Maria Notti (pp. 65-76). Lecce: PensaMultimedia.
Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006
Earl, L. M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Success. Thousand Oaks, CA: Corwin Press.
Eisner, E. W. (1985). The Art of educational evaluation: A Personal view. Philadelphia: The Falmer Press, Taylor & Francis Inc.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Freeman, R., & Dobbins, K. (2011). Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment & Evaluation in Higher Education, 38(2), 142-151, https://doi.org/10.1080/02602938.2011.611589
Griffin, A., & Cook, V. (2009). Acting on evaluation: Twelve tips from a national conference on student evaluations. Medical Teacher, 31(2), 101-104. https://doi.org/10.1080/01421590802225788
Grion, V., & Cook-Sather, A. (2013). Student voice: prospettive internazionali e pratiche emergenti in Italia. Milano: Guerini Scientifica.
Grion, V., & Manca, S. (2015). Voci e silenzi in un’esperienza di Student Voice mediata dai social network. Tecnologie Didattiche, 23(2), 70-80.
Grion, V., & Tino, C. (2018). Verso una “valutazione sostenibile” all’università: Percezioni di efficacia dei processi di dare e ricevere feedback fra pari. LLL, 14(31), 38-55.
Guba, E. G. (Ed.) (1990). The paradigm dialog. Thousand Oaks (CA): Sage.
Laneve, C. (Ed.) (2005). Analisi della pratica educativa. Metodologia e risultanze della ricerca. Brescia: LaScuola.
Lichtner, M. (2002). La qualità delle azioni formative. Criteri di valutazione tra esigenze di funzionalità e costruzione del significato. Milano: Angeli.
Lumbelli, L. (1984). Quantità e qualità nella ricerca empirica in pedagogia. In E. Becchi et al. (Eds.), Manuale critico della sperimentazione e della ricerca educativa (pp. 101-133). Milano: Angeli.
Mantovani, S. (1998). La ricerca sul campo in educazione. I metodi qualitativi. Milano: Mondadori.
Melucci, A. (2006). Contro i monitoraggi: Metodologie importate per conoscere gli universi dell’istruzione e modi antichi/novissimi di una ricerca fenomenologico-ermeneutica, narrativa, interrogante. Encyclopaideia, 19, 69-80.
Mezirow, J., & Associates (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco (CA): Jossey-Bass.
Milito, F., Tiso, M., & Iannotta, I. S. (2018). Il processo valutativo per l’attribuzione di valore, in A. Marzano, R. Tammaro (Eds.), Azioni formative e processi valutativi. Scritti in onore di Achille Maria Notti (pp. 233-244). Lecce: PensaMultimedia.
Mortari, L. (2003). Apprendere dall’esperienza: Il pensare riflessivo nella formazione. Roma: Carocci.
Mortari, L. (2006). La pratica dell’aver cura. Milano: Mondadori.
Mortari, L. (2007). Cultura della ricerca e pedagogia: Prospettive epistemologiche. Roma: Carocci.
Mortari, L. (2018). Valutare l’università. Verona: Quiedit.
Onwuegbuzie, A. J., Daniel, L. G., & Collins, K. M. T. (2009). A meta-validation model for assessing the score-validity of student teaching evaluations. Quality & Quantity, 43(2), 197-209. https://doi.org/10.1007/s11135-007-9112-4
Plack, M., Driscoll, M., & Mckenna, R. (2005). A method for assessing reflective journal writing. Journal of Allied Health, 34(4), 199-208.
Rotem, A., & Glasman, N. S. (1979). On the Effectiveness of Students’ Evaluative Feedback to University Instructors. Review of Educational Research, 49(3), 497-511. https://doi.org/10.3102/00346543049003497
Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher education. London: Routledge.
Stalmeijer, R., Whittingham, J., De Grave, W., & Dolmans, D. (2016). Strengthening internal quality assurance processes: Facilitating student evaluation committees to contribute. Assessment & Evaluation in Higher Education, 41(1), 53-66. https://doi.org/10.1080/02602938.2014.976760
Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Sterling (VA): Stylus.
Tashakkori, A., & Teddlie, C. (2010). Sage handbook of mixed methods in social & behavioral research. Thousand Oaks (CA): Sage. https://doi.org/10.4135/9781506335193
Trinchero, R. (2018). Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe, IJET, 26(3), 40-55. https://doi.org/10.17471/2499-4324/1013
Varisco, B. M. (2000). Metodi e pratiche di valutazione. Tradizione, attualità e nuove prospettive. Milano: Guerini.
Wong, F. K., Kember, D., Chung, L. Y. F., & CertEd, L. Y. (1995). Assessing the level of student reflection from reflective journals. Journal of Advanced Nursing, 22(1), 48-57. https://doi.org/10.1046/j.1365-2648.1995.22010048.x
Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78-89. https://doi.org/10.1016/j.compedu.2015.01.008
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Alessia Bevilacqua
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
