Transcript Mechelle Sanders: Barriers and Facilitators to the Formative Use of Course Assessments in the Classroom by Teaching Assistants

Barriers and Facilitators to the
Formative Use of Course
Assessments in the Classroom by
Teaching Assistants
Mechelle Sanders
University of Rochester, Department of Public Health
Sciences
Background
• Formative assessments, if used effectively, can provide
teachers and their students with the information they need to
move learning forward
• Studies have shown that providing such formative feedback
during the course period was key to the enhancement of both
the teaching and learning process
• The National Academy of Sciences recommended such
evaluations should be made available to all departmental staff
(such as teaching assistants [TAs]) and not just individual
faculty.
–Given this, the evidence is still unclear as to the best
way to incorporate such feedback in the TA role.
Project design and methods
• Mixed Method
Quantitative Survey
– TA experience
– Academic standing
Focus Group
– Semi-structured interview questions
– Audio-recorded
– Note-taking
– 1 ½ hours
• Eligibility
• Current or former TA in STEM discipline
• Not planning to relocate schools during the study period
• Methods of Recruitment
• Email
• Flyers
• Word of mouth
Results
 N=6
 All female
 TA’d an average of 2 classes
 Average number of students
TA responsible for per
course= 76
 66% had some interest in
teaching after graduation
Results
Barriers
•
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•
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Awareness of the
assessments
Appropriateness of
•
assessment items
•
Time
Lack of follow-up from
the instructor
Discontinuity with
future TA
responsibilities
Facilitators
TA being allowed to
select questions for the
assessment
Buy-in from the instructor
Use of external sources--like CIRTL and or online
learning communities
Conclusion
•
TAs don't feel like they have the time to use the
feedback
•
In some instances the TA is not teaching because
they do not necessarily have to--- but are being
evaluated on being a teacher
•
Current questions are not helpful and need to be
modified moving forward
•
Would like to be evaluated by not only the students,
but the instructor as well
Acknowledgements
• Funded By: CIRTL@UR TAR Fellows program
• Mentors:
Katherine Schaefer, PhD; Jennifer Hadingham, PhD