360 degree feedback: an integrative framework for learning and assessment

Tee, Ding Ding; Ahmed, Pervaiz K.

doi:10.1080/13562517.2014.901961

Cited by 38 publications

(34 citation statements)

References 39 publications

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“…constructivist learning theory [ 7 ] and active learning - in the framework of andragogy (adult learning) - in large and in small group setting [ 9 ]. Specific modules included the use of active learning and technology in a large group setting, facilitation skills in a small-group setting, writing reflections [ 2 , 4 ] and methods for evaluation of the students with an emphasis on providing effective feedback [ 20 ], as well as advanced practical skills in cadaveric dissection (similar to [ 11 ]). Hands-on sessions in ultrasound and guest lectures by specialists were also parts of the program.…”

Section: Methodsmentioning

confidence: 99%

Students as anatomy near-peer teachers: a double-edged sword for an ancient skill

et al. 2017

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BackgroundA near-peer instructors (NPI) program was designed for 1st year medical students who successfully finished the Anatomy course, in order to develop their didactic ability and teaching skills, mostly for cadaver dissection.MethodsGraduates of the training program were administered a voluntary survey at the end of the program, annually. Best graduates of the training program were offered a NPI position in the next academic year. They were evaluated by the first-year students, at the end of the Anatomy block.ResultsIn a debriefing questionnaire at the end of the NPI training, on the five-point Likert scale (1 = lowest to 5 = highest), the overall rating ranged from 3.63 in 2013 to 3.71 in 2015. Learning prosection and anatomy demonstration skills scored on average from 4.30 to 4.36, respectively. The NPIs were then evaluated by first-year students at the end of the next year’s Anatomy block. On the Likert scale, the average score of NPIs ranged from 4.10 in 2014 to 4.75 in 2016, on the par with the general satisfaction score for the professional preclinical teachers during the same period (which ranged from 3.80 to 4.26).ConclusionsIt is suggested that students as near-peer instructors can make a valuable contribution to the teaching faculty, especially in a new medical school.

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Section: Methodsmentioning

confidence: 99%

Students as anatomy near-peer teachers: a double-edged sword for an ancient skill

et al. 2017

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“…Students were expected to learn from the process by considering the opinion of their team members, as well their own perception of their performance. Therefore, a 360 degree assessment (Tee & Ahmed, ) was performed using a progress assessment chart shown in Figure , which included four dimensions: (1) identification and analysis of the problem, (2) interaction, (3) responsibility and commitment, and (4) presentation; each with several aspects to asses and four levels of performance to select from (Figure ). Self‐assessment should help students to think about and practice thinking‐like‐a scientist, as reported by Hendrich et al.…”

Section: Methodsmentioning

confidence: 99%

Learning Metabolism by Problem‐Based Learning Through the Analysis of Health or Nutrition Articles from the Web in Biochemistry

Bruna

Valenzuela

Bruna³

et al. 2019

J of Food Science Edu

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Problem-based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students' analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem-based learning. A mixed method was used to assess the students' perception, use of sources of information and web services while performing the task, and changes in self-directed learning. Students' perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem-based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students' enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self-directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self-learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed.

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“…Research shows that the feedback process is often as important as the data collected (Benson & DeSanto, 2016). A good feedback system integrates multiple pieces of information to enhance learning (Tee & Ahmed, 2014). Soliciting feedback from multiple sources in a large classroom will give a more accurate picture of performance and development opportunities because each rater observes different aspects of the learner’s behavior.…”

Section: Multisource Experiential Learning Frameworkmentioning

confidence: 99%

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Black

DeGrassi

Sweet

2021

Journal of Management Education

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An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

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360 degree feedback: an integrative framework for learning and assessment

Cited by 38 publications

References 39 publications

Students as anatomy near-peer teachers: a double-edged sword for an ancient skill

Students as anatomy near-peer teachers: a double-edged sword for an ancient skill

Learning Metabolism by Problem‐Based Learning Through the Analysis of Health or Nutrition Articles from the Web in Biochemistry

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

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