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7 results on '"Hounsell, Dai"'

1. The Quality of Guidance and Feedback to Students

Author

Hounsell, Dai, McCune, Velda, Hounsell, Jenny, and Litjens, Judith

Abstract

The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first- and a final-year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data provided a robust overall picture of the students' perceptions of guidance and feedback across the six units, the interview data made possible a much finer-grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. By pinpointing potential troublespots, the framework can serve as a valuable diagnostic as well as analytical tool. (Contains 1 table, 4 figures and 2 notes.)

Published
2008
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2. Reviewing Your Teaching.

Author

Edinburgh Univ. (Scotland). Centre for Teaching, Learning and Assessment., Universities' and Colleges' State Development Agency, Sheffield (England)., Committee of Vice Chancellors and Principals Administrative Training Committee of the Universities of the United Kingdom, London (England)., Day, Kate, Grant, Ruth, and Hounsell, Dai

Abstract

This handbook is intended to help teachers at the college/university level assess the quality of their teaching in ways that can lead to improvement. It opens with an overview of various sources and methods of feedback likely to be most helpful and then examines how each of a range of approaches to teaching can be systematically reviewed. These include: (1) lecturing (reviewing an individual lecture, reviewing a lecture series, the lecturing process, and enhancing the lecture); (2) group-based learning (reviewing a tutorial, reviewing a series of tutorials, developing student skills, and extending expertise); (3) laboratory and fieldwork practicals (setting the agenda and methods of review); (4) project and dissertation supervision (key aspects of supervision, reviewing the student documentation, tracking student progress, ensuring equity of treatment, student feedback on projects and dissertations, and reviewing with colleagues); and (5) assignments and assessments (focus areas and sources of information, assignment setting, carrying out assessment, assignment outcomes, and assessment expertise). A final chapter stresses ongoing assessment of teaching. (Individual chapters contain references.) Contains 38 figures. (DB)

Published
1998

3. Feedback on Courses and Programmes of Study: A Handbook.

Author

Edinburgh Univ. (Scotland). Centre for Teaching, Learning and Assessment., Universities' and Colleges' State Development Agency, Sheffield (England)., Committee of Vice Chancellors and Principals Administrative Training Committee of the Universities of the United Kingdom, London (England)., Institute for Higher Education Development in South Africa, Braamfontein., Hounsell, Dai, Tait, Hilary, and Day, Kate

Abstract

This handbook offers guidance to teachers for obtaining and evaluating feedback on courses and programs of study at institutions of higher education in the United Kingdom and South Africa. Part 1 examines the purposes and functions of feedback, defines key terms, and summarizes key steps in the feedback process. Part 2 discusses the preparation needed for the evaluation process, including clarifying the context, focusing feedback accurately, and identifying topics to be addressed, such as course aims and structure, teaching, assessment, course management, and students' responses. Part 3 examines sources and methods, specifically methods for obtaining and evaluating feedback from within the course team, from students, from external colleagues and peers, and incidental feedback. For each group of sources, individual methodologies are described and response sheets encourage the user to relate the methodology to his or her own course/program. Part 4 discusses analyzing outcomes and acting on findings. Specific subsections address: analyzing data (both closed and open-ended); interpreting findings; consulting on feedback; acting on findings and communicating outcomes. Many examples illustrate the processes discussed. (Contains 24 references.) (DB)

Published
1997

4. Tutoring and Demonstrating: A Handbook.

Author

Edinburgh Univ. (Scotland). Centre for Teaching, Learning and Assessment., Universities' and Colleges' Staff Development Agency, Sheffield (England)., Committee of Vice Chancellors and Principals Administrative Training Committee of the Universities of the United Kingdom, London (England)., Forster, Fr, Hounsell, Dai, Thompson, Sheila, Forster, Fr, Hounsell, Dai, Thompson, Sheila, Edinburgh Univ. (Scotland). Centre for Teaching, Learning and Assessment., Universities' and Colleges' Staff Development Agency, Sheffield (England)., and Committee of Vice Chancellors and Principals Administrative Training Committee of the Universities of the United Kingdom, London (England).

Abstract

This handbook, primarily for new part-time teaching staff at colleges and universities in the United Kingdom, focuses on tutoring and demonstrating teaching skills. Following an introductory chapter, six additional chapters provide an orientation to tutoring and demonstrating. Chapter 2 presents an overview of the roles and responsibilities of new staff. Chapter 3 outlines preparation for tutorial classes in the arts and social sciences. Chapter 4 focuses on tutoring of problem-solving classes in mathematics and the sciences. Chapter 5 reviews demonstrating practices in science laboratory and field classes. Chapter 6 reviews the tutor's role in relation to coursework essays and grading written work. Chapter 7 examines the tutor's role in guidance and support. Chapter 8 is a bridging chapter, which reviews key research findings on student learning. The next four chapters address ways in which part-time staff can enhance effectiveness. Chapter 9 focuses on the value of working with a mentor and sharing ideas with other tutors and demonstrators. Chapter 10 suggests methods for getting feedback on one's teaching and for analyzing and applying the results. Chapter 11 argues for the adoption of a reflective approach to practice. Chapter 12 is a compendium of sources of information. (Many chapters contain references.) (DB)

Published
1995

5. Personnel in Education and Training: A Survey of the Potential Market for Educational Information Services.

Author

British Library, London (England). Research and Development Dept. and Hounsell, Dai

Abstract

This report presents the results of a survey of personnel professionally employed in education and training within the United Kingdom in order to assess the potential market for information services in the field of education. The categorisation of personnel is based on a two-dimensional matrix in which one axis represents employer or employing institution while the other represents occupational category. The main results of the survey for each of the occupational categories are presented in turn. Individual tables, accompanied by textual commentary, provide data on subcategories within the occupational groups. The totals derived from the individual tables are collated in a group table for each of the three occupational categories and then in a master table covering all occupational categories. Secondary or supplementary information which may be relevant to the planning of information services is also provided. (Author/BM)

Published
1976

6. Staff Development for the 1980's: International Perspectives.

Author

Rhodes, Dent, Hounsell, Dai, Rhodes, Dent, and Hounsell, Dai

Abstract

Staff development in higher education is discussed in these papers in terms of its definitions, scope, and future activities. Most of the papers were originally prepared for the working party on staff development at the Fourth International Conference on Higher Education, University of Lancaster (August 29-September 1, 1978). The first three chapters provide a conceptual basis for an examination of staff development presently and into the 1980's. Areas discussed are these: recent policies and practices; the distinction between "staff development" and "staff training"; and fundamental assumptions underlying staff development. Chapters 4 to 9 provide examples of staff development carried out in specific instances, examining such aspects as: analyzing difficulties associated with setting up staff development programs; relating such programs to career stages of teaching staff; the use of data-base staff development; staff development in the Open University; the use of specialists in instructional development in staff development programs; and the use of staff members in developmental programs. Chapters 10 and 11 emphasize personnel. Chapters 12 to 14 discuss determining the effectiveness of developmental programs and activities. The concluding chapter incorporates the views expressed in the conference papers into its own perspective on staff development. Each paper provides references. A list of contributors is also provided. (LC)

Published
1980

7. Bibliographic Services in Education: A Survey and Analysis of Secondary Services in the United Kingdom.

Author

Lancaster Univ. (England). Centre for Educational Research and Development. and Hounsell, Dai

Abstract

The results of a survey are reported in two parts: (1) the compilation of an annotated inventory of recurrent secondary services in education produced in the United Kingdom--abstracting, indexing, and current awareness services; and (2) detailed analyses of the important characteristics of timelag, coverage, physical format, and entry format in the four principal services--British Education Index, Research into Higher Education Abstracts, Sociology of Education Abstracts, and Technical Education Abstracts. (Author/MBR)

Published
1978

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