MDLS | Feedback

Feedback FROM students

In this project, student feedback was collated in a number of ways:

• H5P multipoll
• Inquiry chart analysis
• Small Group Instructional Diagnosis (SGID)
• Rose, Bud and Thorn
• Feedback grids
• Exit tickets

Care was taken to design small feedback opportunities that were not burdensome for students. 

H5P multipoll

Multipoll allows you to combine Emoji Clouds, Word Clouds, Image Hotspot questions, Multiple Choice questions as well as texts, videos and images into a larger experience with multiple pages. Multipoll may be used to conduct larger surveys or as an intro to a larger discussion for instance.

Inquiry chart analysis

Inquiry charts help students take an active role in learning by integrating their prior understanding of a topic with the new information they have collected. 

Feedback grids and Exit tickets

Four modules were designed for 299 to support GTAs on their teaching journey in the MDLS. At the end of each module, a variety of feedback techniques were used. Explore the feedback grid and exit ticket exemplars provided. 

Small Group Instructional Diagnosis (SGID) in Civil 202

SGID (small group instructional diagnosis) is a method of course evaluation which, in this instance, was adapted for the small number of students and the focus being on the module only - not the whole course.
Four questions were asked:

1. 1. What helps your learning (in this module)
   2. What hinders your learning (in this module)
   3. What would you suggest or recommend to improve (this module)
   4. What would you suggest if we did the same next year but do the practical part in the MDLS?

The process can be viewed in the Civil 202 section. 

Rose, Bud, and Thorn method

Students were asked to add post-it notes under the headings

1. Rose - These are the ideas, properties, or processes that are working (or worked) well. While they may not be perfect, these are the things that you want to keep doing, celebrate, shine a positive light on.  
2. Bud - This is an area that may or may not be working perfectly, but offers an opportunity for growth or improvement.  
3. Thorn - Signifies a challenge. What didn't work so well related to the focus area? 

The process can be viewed in the BioMeng 241 section. 

Feedback TO students

Several courses in the project provided feedback to students

• ChemMat 203 utilised group formative feedback to reduce teacher workload
• H5P activities provide instant feedback to students, this was used in nearly all courses