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Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching
Peggy Brickman1, Cara Gormally2, Amedee Marchand Martella3
1Department of Plant Biology, University of Georgia, Athens, GA 30602 brickman@uga.edu.
CBE Life Sciences Education
|December 3, 2016
Summary
College biology faculty are dissatisfied with student evaluations and desire more constructive feedback for evidence-based teaching. Peer evaluations are valued but underutilized, highlighting a need for improved instructional assessment strategies.
Area of Science:
- Biology Education
- Higher Education Pedagogy
- Faculty Development
Background:
- Faculty teaching feedback traditionally relies on end-of-semester student evaluations and peer observations.
- Implementing evidence-based teaching practices necessitates ongoing, constructive feedback for instructors.
- Current feedback mechanisms may not adequately support pedagogical innovation in science education.
Purpose of the Study:
- To survey college biology faculty on their current instructional feedback practices.
- To understand faculty perceptions of existing feedback mechanisms.
- To identify needs and desires for improved pedagogical assessment and guidance.
Main Methods:
- A national survey was administered to 400 college biology faculty.
- Data collected included self-reported teaching practices, institution type, and position.
- Analysis focused on faculty satisfaction and perceived value of different feedback methods.
Main Results:
- Overwhelming dissatisfaction reported with end-of-semester student evaluations across diverse faculty demographics.
- Peer evaluations are perceived as more valuable than student evaluations.
- Less than half of faculty at doctoral institutions participate in peer evaluations, despite their perceived benefits for evidence-based teaching.
Conclusions:
- Existing instructional feedback systems are inadequate for supporting evidence-based teaching in biology.
- There is a significant unmet need for better guidance and assessment data to inform faculty pedagogical decisions.
- Developing and implementing faculty-vetted, formative feedback strategies is crucial for enhancing teaching practices.
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