This isn't quite what you're asking for, but I once happened upon a good thing to do
whilst they actually complete the feedback (I think it might have come via TeachLing
but I can't find it). You give them the forms to complete in the last class, and have
some slides to hand explaining point by point how the lectures fulfilled each thing
the form asks about. Ever so slightly cynical perhaps, but as long as the lectures
actually did those things, it's perfectly honest. Just an aide memoire for them to
give accurate feedback!
Dave
--
Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
Senior Lecturer, Dept Language & Communication Studies, University of Jyväskylä,
Finland | www.jyu.fi
Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
Communications Secretary, BAAL Language Policy group | www.langpol.ac.uk
[log in to unmask] | http://jyu.academia.edu/DaveSayers
On 28/01/2019 12:28, Damien Hall wrote:
> Dear all
>
> I hope you don't consider this post off-topic. It seems to me that it touches on teaching linguistics in that it touches on teaching students how to deal with language-and, more to the point, this is the discussion-list I am on that has the closest topic to what I need...
>
> As part of my School's Equality, Diversity and Inclusion activities, we are considering the best ways to train them in giving useful and constructive feedback in teaching evaluation questionnaires at the end of each module (= at the end of each course during their degree). Any suggestions of resources would be gratefully received-as indeed would suggestions of other people or lists to ask!
>
> Hoping everyone's 2019 has started well (it's the first day of Semester 2 here at Newcastle)-
>
> Damien
>
> --
> Damien Hall
>
> Newcastle University (UK)
> (French) Linguistics
> Tel. +44 191 208 8521
>
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