Feedback on Teaching.docx
The importance of feedback in the learning and teaching context is widely recognised. In recent years, its primary focus has been on the provision of feedback to students, a unidirectional flow of information from educators to students on their formative and summative assignments. Feedback on teaching makes learning visible; however, this visibility depends on the teacher awareness of their impact on students. The uptake of end of class student feedback is relatively small in large classes. This paper reports on three lecturers’ account in collecting and responding to regular feedback on teaching in the School of Computing Science at the University of Glasgow. The lecturers’ accounts of their experience may be used as a starting point for educators willing to implement regular routine feedback on their teaching. Based on our experience, we propose guidelines emphasising structure and regularity in the collection of feedback on teaching.