Publication Type
Journal Article
Version
acceptedVersion
Publication Date
11-2004
Abstract
When I was an undergraduate at the National University of Singapore (NUS) in the mid-1980s, student feedback exercises were introduced. They were manually conducted via pen-and-paper mode, with administrative staff taking about 10±15 minutes at the start of a lecture class every day in a designated week (usually the last or penultimate week of semester), distributing questionnaires and collecting the completed forms in boxes to have the responses scanned and totted up. This represented the ®rst time that a systematic data collection and feedback mechanism was instituted for students. Since then, various innovations have been introduced to manage student feedback exercises at NUS in the last decade or so, in an effort to ensure that feedback helps to enhance teaching performance. This commentary is offered to share some of the strategies adopted at NUS, particularly to improve response rates in student feedback exercises. In the process, it opens the agenda to discussion of a range of issues surrounding how student feedback exercises can be used to enhance teaching performance.
Discipline
Educational Assessment, Evaluation, and Research | Educational Methods
Research Areas
Humanities
Publication
Journal of Geography in Higher Education
Volume
28
Issue
3
First Page
363
Last Page
368
ISSN
0309-8265
Identifier
10.1080/0309826042000286938
Publisher
Taylor & Francis
Citation
Kong, Lily.(2004). Editorial: Enhancing Teaching Performance: Managing Student Feedback Exercises. Journal of Geography in Higher Education, 28(3), 363-368.
Available at: https://ink.library.smu.edu.sg/soss_research/1743
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/0309826042000286938