如何鼓励学生发声:在课程评价中获得法律学生的有效反馈

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Vicci Y.J. Lau
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引用次数: 1

摘要

有效的反馈可以让教师回顾、反思和改进他们的教学实践。学生的反馈是教师反思的关键,因为他们是教与学共同体的重要利益相关者。为了让学生的反馈促进教师的批判性自我反思,建立适当的机会和方法来激励学生提供有效的反馈是至关重要的。这篇文章试图调查期中学生评估是否提供了一个潜在的更好的或替代的机会,以获得诚实和有效的学生反馈,以便教师能够听到学生的声音。期中学生评估是在学期中期进行的,当时课程已经进行了一半。本文报告了一项实证研究的结果,即在香港大学的一些研究生法律课程中,学生和教师对期中学生评价的看法。在2017-2019学年,共有73名学生和9名教师参与并完成了本研究的调查。本研究发现,促使学生在期中评鉴中提供诚实评鉴的关键因素是学生对自身利益的感知,以及学生相信老师会关心他们的评鉴。本文认为,通过显示教师的同理心,理解和尊重学生的观点,并在听取学生的意见时对学生的需求作出回应和反应,中期学生评价提高了教师的感知关怀。然而,研究结果表明,教师并不像学生那样积极地看待期中学生评价,但教师参与者认为他们通过期中学生评价从学生那里得到了总体上建设性的反馈。基于实证分析的结果,本文提出了一个“动机驱动的学生评价周期”,它为学生评价过程中关键和理想的步骤提供了一个更全面的模型,以实现学生学习和教师教学效果的提高。如果通过期中学生评价,学生和教师都有更多的动机参与到这个评价周期中来,那么期中学生评价将有助于促进教与学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How to Encourage Student Voice: Obtaining Effective Feedback from Law Students in Course Evaluation
Effective feedback allows teachers to review, reflect and improve their teaching practices. Students’ feedback is key to teachers’ reflection as they are an important stakeholder in the teaching and learning community. In order for students’ feedback to foster teachers’ critical self-reflection, it is crucial to establish an appropriate opportunity and method to motivate students to provide effective feedback. This article seeks to investigate whether mid-term student evaluations, which are conducted in the middle of the term when the course is taught half-way through, provide a potentially better or alternative opportunity in obtaining honest and effective student feedback so that teachers can hear student voice. This article reports on the findings of an empirical study on both the students’ and teachers’ perceptions on mid-term student evaluations implemented in a few post-graduate law courses at The University of Hong Kong. A total of 73 students and 9 teachers participated in and completed the surveys of this study during the academic years of 2017-2019. The findings suggest that the key factors in motivating the students to provide honest feedback through the mid-term student evaluations are the perceived benefit to the students themselves and their belief that their teachers care about their feedback. This article argues that mid-term student evaluations advance perceived caring of the teachers by showing that the teachers are empathetic, understand and respect students’ views, and are responsive and react to student needs when they listen to what the students say. The findings suggest, however, that the teachers did not perceive the mid-term student evaluations as positively as the students, but the teacher participants believed that they had received generally constructive feedback from their students through mid-term student evaluations. Based on the results of empirical analysis, this article proposes a ‘motivation-driven student evaluation cycle’ which provides a more comprehensive model in setting out the crucial and ideal steps in a student evaluation process to achieve enhancement in students’ learning and teachers’ teaching effectiveness. If both the students and the teachers have more motivation to participate in this evaluation cycle through mid-term student evaluations, then mid-term student evaluations will be instrumental in enhancing teaching and learning.
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来源期刊
Legal Education Review
Legal Education Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
66.70%
发文量
7
审稿时长
12 weeks
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