Student feedback

Student feedback refers to feedback that learners give their teachers on their lessons. These enable the teachers to see what impact their lessons had, for example whether the content was understood or how interesting it was for the learners.

Educational benefit

In particular, the meta-study by John Hattie made it clear that student feedback has a high effect on the learning success of learners compared to other educational measures. For this reason, student feedback can be seen as a core area of lesson development. In addition, some other beneficial effects of student feedback can be empirically proven, including a positive effect on the job satisfaction and health of teachers, the strengthening of relationships between teachers and students and the promotion of solution-oriented handling of problems.

Although student feedback is an essential condition for educational professionalism, it is still not a natural part of school reality. For teachers, student feedback aims to recognize their own blind spots and to change unfavorable behavior and must be distinguished from forms of assessment and assessment.

execution

There are many ways to collect student feedback. Some examples are given below:

Feedback coordinate system

The feedback coordinate system provides a simple picture of the mood. After completing a learning unit, the students enter a point in a two-dimensional coordinate system. This can be done anonymously. The entry can be used to provide feedback on two areas that are specified on the x and y axes, for example “mood” and “learning gain”.

Feedback target

The feedback target consists of several circles, which are divided into different sectors. The innermost circle stands for full approval, the outermost for disagreement. By placing one selection per sector, the students can express their approval or disagreement for several areas of the lesson.

Feedback questionnaire

Feedback questionnaires for lessons exist in a variety of forms. They offer the opportunity to obtain student feedback systematically and based on criteria and are highly informative.

Web links

Individual evidence

↑ Hattie, J .: Visible learning: A synthesis of over 800 metaanalyses relating to achievement . Routledge, London 2008.
↑ ^a ^b Enns, E., Rüegg, R., Schindler, B. & Strahm, P .: Teaching and learning in tandem. Portrait of a partnership training system. Central Office for Teacher Training in the Canton of Bern, 2002.
↑ Gärtner, H .: Effectiveness of student feedback as an instrument for self-evaluation of lessons. In: J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Eds.): Research on evaluation. Conditions, processes and effects. Waxmann, Münster 2013, pp. 107–124.
^ Richter, D., & Pant, HA: Teacher cooperation in Germany. A study of cooperative working relationships among lower secondary teachers, 2016.
↑ Wisniewski, B., Zierer, K .: Visible Feedback - A Guide for Successful Teaching Feedback . Schneider, Baltmannsweiler 2017.

[1] Hattie, J .: Visible learning: A synthesis of over 800 metaanalyses relating to achievement . Routledge, London 2008.

[Rüegg-2] Enns, E., Rüegg, R., Schindler, B. & Strahm, P .: Teaching and learning in tandem. Portrait of a partnership training system. Central Office for Teacher Training in the Canton of Bern, 2002.

[3] Gärtner, H .: Effectiveness of student feedback as an instrument for self-evaluation of lessons. In: J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Eds.): Research on evaluation. Conditions, processes and effects. Waxmann, Münster 2013, pp. 107–124.

[4] Richter, D., & Pant, HA: Teacher cooperation in Germany. A study of cooperative working relationships among lower secondary teachers, 2016.

[5] Wisniewski, B., Zierer, K .: Visible Feedback - A Guide for Successful Teaching Feedback . Schneider, Baltmannsweiler 2017.