Responses to positive and negative feedback on organizational aspects of school quality: teachers’ and leaders’ views on a Swiss traffic light approach to school inspection

Quesel, Carsten; Schweinberger, Kirsten; Möser, Guido

doi:10.1080/09243453.2020.1856886

Cited by 5 publications

(3 citation statements)

References 44 publications

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“…A traffic Light Model (start-stop-continue) is used to improve teaching practice based on student's feedback (Quesel, 2020). There are two types of feedback:…”

Section: Feedback Profile and Rationalementioning

confidence: 99%

“…Further, Google surveys were used to get anonymous feedback from the students regarding weekly content. In this feedback tool, we used the Traffic Light Model (start-stop-continue) to consider students' suggestions and enhance teaching practice and methodology (Quesel, et al, 2020). This period is instrumental in implementing reflective action for better student engagement (Nicol & Macfarlane-Dick, 2020).…”

Section: Evaluation and Quality Assurancementioning

confidence: 99%

“…Negative aspects of the redesigning module Some students had very poor coordination for the group project (Suzuki, 2018). A small number of students did not engage with the lab quiz and saw their results affected (Quesel, 2020). There was a small but very noisy group of students with non-computer science background that systematically complained about the module being too technical and excessively difficult for them (Testa, & Egan, 2014).…”

Section: Positive Aspects Of the Redesigning Modulementioning

confidence: 99%

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Curriculum Redesign for Cloud Computing to Enhance Social Justice and Intercultural Development in Higher Education

Gill

Fuller

Cabral

et al. 2022

Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication

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As a result of the COVID-19 pandemic, teaching on a Cloud Computing module with more than 100 students based in different locations was moved online. In order to maintain student engagement, Cloud Computing had to be redesigned to be more adaptable for both online and in-person instruction. These changes should result in improved social justice and intercultural development. In this chapter, the authors present a case study of curriculum redesign showing how the Cloud Computing module has been updated to improve student engagement and employability while learning in multicultural environment. They have followed the professional frameworks to design intended learning outcomes associated with a usual student in terms of academic content, graduate attributes, and disciplinary skills. The teaching and learning profile has been redesigned by adapting teaching methods and resources for online and in person delivery to promote social justice and enable intercultural development. Assessment, feedback, and evaluation design were also considered as integral components of the curriculum redesign process.

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“…A traffic Light Model (start-stop-continue) is used to improve teaching practice based on student's feedback (Quesel, 2020). There are two types of feedback:…”

Section: Feedback Profile and Rationalementioning

confidence: 99%

Section: Evaluation and Quality Assurancementioning

confidence: 99%