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Preliminary Analysesof Survey and StudentOutcome Data usingthe Global Real-TimeTool for TeachingEnhancement (G-RATE) Nikitha SambamurthyMonica CoxYukiko Maeda2020 год

Preliminary Analyses of Survey and Student Outcome Data using the Global Real-Time Tool for Teaching Enhancement (G-RATE)
статья

Полный текстСтраница публикацииПубликация в OpenAlex
Аннотация: Abstract Generation of Teaching Profiles by the Global Real-Time Assessment Tool for Teaching Enhancement (G-RATE)This paper presents a brief overview of an initial pilot study conducted with the G-RATE and thedevelopment of instructor profiles. The purpose of the pilot study is to investigate how studentperceptions of teaching practices on these key areas and students’ end of the course grades differamong three conditions (instructors received no feedback on their instruction in the middle of thesemester (C), instructors received feedback, but no individual meeting for reflection on theirteaching was provided (T1), and instructors received feedback on their teaching and reflectivecomments were provided at an individual meeting (T2)). Multivariate Analysis of Variance(MANOVA) indicated students perceptions of teaching practices differ among three conditions(C, T1, and T2). Further investigation with Post-hoc analyses and descriptive statistics indicatedthat C and T2 do not differ significantly except in a learning-centered area; T1 and T2 showedsignificant differences in all key areas. Interestingly, students under the T1 reported higheraverage rating scores on these areas than students taught by instructors under T2. This suggeststhat providing feedback to instructors is likely to help them to reflect on their own instruction.Comparison of achievement among groups indicated that there are statistically significantdifferences among groups. No students scored very low for their final grades (less than 60% inachievement in T2 condition), and it seems that students in the T2 group tend to do better thanstudents in C or T1 groups, although effect size is relatively small. However, the nature ofreview session at an individual meeting needs to be refined for highlighting the utility offeedback provided by G-RATE. This paper concludes with insight about future work using theG-RATE.
Год издания: 2020
Авторы: Nikitha Sambamurthy, Monica Cox, Yukiko Maeda, Kimberly Perram, Vivian Alexander
Ключевые слова: Engineering Education and Curriculum Development, Diverse Educational Innovations Studies, Education Systems and Policy
Другие ссылки: doi.org (HTML)
Papers on Engineering Education Repository (American Society for Engineering Education) (PDF)
Papers on Engineering Education Repository (American Society for Engineering Education) (HTML)