Blash Anthony, Schneller Beverly, Hunt Julie, Michaels Natalie, Thorndike Jonathan
Belmont University, Nashville, TN, United States.
Curr Pharm Teach Learn. 2018 Sep;10(9):1228-1236. doi: 10.1016/j.cptl.2018.06.015. Epub 2018 Aug 1.
Amid the ever-changing landscape of teaching, there remains one unloved and immovable constant: student evaluations. What can be done to reframe this conversation so that the student evaluation becomes a useful and constructive tool for the growth and development of faculty?
This article describes an interactive session where participants shared their thoughts about the helpful and not so helpful aspects of formative student evaluations and feedback. An effective method of gathering constructive formative student feedback, Small Group Instructional Diagnosis (SGID) facilitated by a faculty colleague was introduced to a faculty group at the 2017 Belmont University Scholarship of Teaching and Learning (SoTL) workshop as a supplement to the university sponsored student evaluation tool and an approved formal peer review template.
The most frequently stated positive outcome (what is working well) was that the student evaluations sometimes provided constructive feedback. The most commonly stated problem (what was NOT working well) was the low response rates received from the students. The most commonly stated suggestion for improvement was to enable the professors to create a course-specific formative evaluation from an available template.
The authors feel that this introduction to the SGID provides a lasting impression on a large number of faculty members in a short amount of time. This process can easily be repeated on any college campus, and should produce similar results.
在不断变化的教学环境中，有一个不受欢迎且一成不变的事物：学生评价。如何重新构建这一话题，使学生评价成为促进教师成长和发展的有用且具建设性的工具呢？
本文描述了一次互动环节，参与者分享了他们对形成性学生评价及反馈中有用和不太有用方面的看法。在2017年贝尔蒙特大学教学学术（SoTL）研讨会上，由一位教师同事主持的小组教学诊断（SGID）作为大学赞助的学生评价工具和经批准的正式同行评审模板的补充，被介绍给一个教师群体，这是一种收集建设性形成性学生反馈的有效方法。
最常提到的积极成果（运行良好的方面）是学生评价有时能提供建设性反馈。最常提到的问题（运行不佳的方面）是学生的低回复率。最常提到的改进建议是让教授能够从可用模板创建特定课程的形成性评价。
作者认为，对SGID的这种介绍在短时间内给大量教师留下了深刻印象。这个过程可以在任何大学校园轻松重复，并且应该会产生类似的结果。
