Shontell Stanford, M.Ed. Director of Institutional Learning Interdenominational Theological Center Formative Feedback Matters: An Enhanced Assessment Method for Dissertation Research Committees Formerly Curriculum Manager, Morehouse School of Medicine
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Shontell Stanford, M.Ed.Director of Institutional LearningInterdenominational Theological Center
Formative Feedback Matters: An Enhanced Assessment
Method for Dissertation Research Committees
Formerly Curriculum Manager, Morehouse School of Medicine
PRESENTERShontell Stanford, M.Ed.
Director of Institutional Learning at ITCPh.D. Student Liberty University
MODERATORTyrese Hinkins-Jones, M.Ed., Ed.S
Associate Director of Medical EducationEmory School of Medicine
The piloted of this study began with my work at Morehouse School of
Medicine using an enhanced
thesis/dissertation committeeassessment method within the
division ofGraduate Education in Biomedical Research.
Dissertation Research Committees and the Feedback Process
Graduate Student’s Maze
When graduate student's thesis or dissertation work is assessed by their committee members in a subjective, non-collaborative manner, without quantifiable data or clear expectations, it can leave the graduate student at a loss of direction.
Graduate Student Conversations
Good? Bad?
Nothing written
Late responses
No unified communication
This project will not work
Formative and Summative Assessment
Adopted from Developing Your Teaching: Getting and Using Feedback (2011) http://www.iupui.edu/~cletcrse/course_mat/08_developing/html/course_files/2_20.html