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首页> 外文期刊>Assessment & Evaluation in Higher Education >From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms
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From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

机译：从传统的责任制到分担责任：学生顾问在大学课堂上收集中途反馈的好处和挑战

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摘要

The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this article, I take as a foundation for my discussion the premises of new wave student voice work, and I describe a project through which students were positioned as consultants who gathered midcourse feedback for faculty members. I analyse how those student consultants supported faculty members in revising not only their courses but also their relationships with students - both student consultants and students enrolled in the courses.
机译：在大学课堂上收集反馈的明确目的是通常根据教授通常控制的结构，组织，进度或课程的其他方面来改进这些课程。一个潜在的结果不太明显，那就是关于谁负责以及以何种方式在大学层面分析和修订教学实践的转变。在本文中，我以讨论的基础为新潮学生语音工作的前提，并描述了一个项目，通过该项目学生被定位为顾问，为教师收集中途反馈。我分析了这些学生顾问如何支持教职工不仅修改他们的课程，而且还修改他们与学生的关系-学生顾问和注册课程的学生。

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