“Professor, You Talked Way Too Fast Today:” Formative Teaching Assessment by Student Peer Educators

Searight, HRS (Russell)
Lake Superior State University, 650 W. Easterday Ave, 49783, Sault Sainte Marie Michigan

 

Submission type

Oral only

Scheduled

Bouillonzaal, 27-09-2019, 09:00 - 10:30

Keywords

Assessment, Learners as Teachers, Scholarship of Teaching and Learning

Summary

 

 

The current emphasis on assessment in universities tends to be focused on achieving specific outcomes such as course objectives. While summative information is helpful, it often does not directly lead to improved classroom teaching.  By obtaining ongoing feedback while a course is in progress, formative assessment can provide detailed information about discrete "micro-level" issues such as student engagement, the professor's choice of pedagogical techniques, and student-instructor rapport. This presentation describes an approach to formative course assessment with undergraduate student peer educators as evaluators. The  peer educators, advanced students who provided review sessions and tutoring for a specific course, attended the class and completed daily written assessments focusing on the instructor’s teaching style, course content, and student responsiveness. The peer educators found their role to be meaningful, beneficial and helped them further develop their metacognitive skills. From the instructor’s perspective,  the opportunity to receive  highly specific feedback about the content covered in a particular class period, and the pedagogical techniques employed  (e.g., case studies, video clips, questions designed to elicit discussion, quality of PowerPoint slides) was very helpful and led to course revisions.

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Auteurs