feedback; assessment for learning; SoTL; développement pédagogique; projet Feedback; Potter & Kustra; tight but loose approach; David Nicol; First-Year experience
Résumé :
[en] The “Feedback First-Year Project” (FFYP) was designed by IFRES (Institute for Training and Research in Higher Education) and the Study Guidance Service at the University of Liège (Belgium) to support First-Year professors’ efforts to think and act upon their current teaching and assessment practice, and possible improvements. Amongst lessons learnt, the presentation pinpoints three major risks that a collective project like FFYP might encounter. Recommendations likely to mitigate these risks are proposed, in case others would like to replicate the experience.
Centre/Unité de recherche :
IFRES / Study Guidance Service ULiège
Disciplines :
Education & enseignement
Auteur, co-auteur :
Verpoorten, Dominique ; Université de Liège > IFRES : Pédagogie de l'Enseignement supérieur
Ups and downs for SoTL development in a collective project targeting feedback practice enhancement
Titre traduit :
[en] Grandeurs et misères du développement pédagogique dans un projet collectif visant à améliorer les pratiques de feedback
Date de publication/diffusion :
08 juin 2017
Nom de la manifestation :
2nd EuroSoTL Conference
Organisateur de la manifestation :
University of Lund
Lieu de la manifestation :
Lund, Suède
Date de la manifestation :
June 8-9, 2017
Manifestation à portée :
International
Références de l'abstract :
The abstract is available at the conference website: http://konferens.ht.lu.se/eurosotl-2017/proceedings/abstract-papers-short-papers. The abstract draws on an upcoming chapter, to be released, early 2018, in Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom Level, J. Friberg and K. McKinney (Eds.).
Reference in APA: Jérôme, F., Verpoorten, D., & Detroz, P. (2017, June). Documenting the parameters of effective SoTL counselling. Paper presented at the 2nd EuroSoTL Conference, Lund, Sweden.
