Enhancing Learning and Teaching Through Student Feedback in Social Sciences
- Chenicheri Sid Nair, University of Western Australia, Australia
- Patricie Mertova, University of Oxford, UK
This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.View full description
Academics, managers and leaders involved in tertiary education worldwide, as well as administrators in the secondary schools system; Academics and researchers researching various aspects of pedagogies and practices of learning/teaching and assessment in social sciences; Practitioners from national and international quality assurance and accreditation agencies and other agencies with interest in higher education enhancement.
- Published: February 2013
- Imprint: Chandos Publishing
- ISBN: 978-1-84334-655-5
This book was an interesting read and gave me a solid overview of both the theoretical background of the subject (and its purpose) as well as examples of international best practice. This would make a useful book for anyone working directly in student feedback settings and would enable them to appreciate both the âwhyâ of feedback as well as giving clear suggestions on improving the âhowâ., Managing Information
Table of ContentsPlaying broken telephone with student feedback: The possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation; Listening to studentsâ voices to enhance their experience of university; Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences; Synchronous feedback: Receiving feedback from international students; Using programme-level student feedback: The Chinese University of Hong Kong; Usefulness of student feedback: the Singapore experience; Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education; Improvements to formative feedback: Views of staff and students; Emerging trends and approaches in the student voice in the social sciences.