Student Feedback Analysis

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III Feedback Mechanism
“Learning strategies are kind of implicit learning skills. Appropriate teaching methods play and important role in students’ acquisition and application of learning strategies” (Li & Xue, 2008, p. 229). There is an need for effective feedback mechanism, according to which, students are able reflect on their work and adapt and adjust their learning strategies, and teachers are obliged to improve their teaching methods to help students develop implicit skills to accomplish specific learning tasks.
There are a few parallels and contrasts between Australia and China in terms of feedback mechanism. In Australia, universities usually adopt an appropriate system to provide effective feedback to students, as well as to teachers,
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The routine use of students’ feedback to teachers contributes to recognizing and meeting various needs of students in class. After collecting different students’ feedback, the teachers are supposed to accommodate diversity in learning strategies and to work on the problems in their teaching approaches. Alongside student feedback is academic peer review that is adopted at many Australian Universities. One project supported by the Australian Learning and Teaching Council (ALTC) indicates “peer review of teaching in universities involves academic colleagues giving and receiving feedback on their teaching practices and its effectiveness in promoting student learning” (Harris, Farrell, Bell, Devlin & James, 2008, p. 5). Compared with senior scholars, the students’ learning experience is limited and the courses are taught in isolated classrooms to which no body else has access. Hence, the students may fail to provide effective responses to the teachers. In a peer review, by contrast, “a colleague is not only able to observe the teacher and what he or she may be doing, but they are in the unusual position of being able to observe the students and …show more content…
Take Central China Normal University (CCNU) for example. CCNU is a key normal university and free for many students, best known for its education excellence in training teachers in China. Unlike at other universities in China, most classes at CCNU are not very large. Hence, with regard to the feedback to students, the teachers generally manage to interact and give their feedback to students in time. Also, it is proposed that students get the feedback from their students’ group members if they are involved in teamwork. With respect to the feedback to teachers, teachers usually receive the final feedback from students arranged by the University at the end of semester and the peer review mechanism arranged by departments. In practice, there are many teachers trying to capture students’ response in the middle of a semester, but as a result of lack of formal channels, some students with learning problems may fail to achieve their highest possible level. It would be better if a compulsory students’ feedback to teachers can be arranged in time so that the teachers would shift to new teaching methods to help the targeted students during the learning process. The peer review of teaching has been implemented at CCNU for more than ten years (Central China Normal University [CCNU], 2005). As shown in Table 2, the information

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