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There are a number of reasons for getting feedback from students, which are relevant for key competencies:
Sometimes, asking directly about what you are interested in may not be the most successful way to find out about it. Asking students how well key competencies are going in their classroom, for example, may not yield interesting information. But asking about other important aspects of the key competencies may give a more useful indication about KCs in your programme.
Five possible indicators of key competencies to ask about are:
It is useful to gather feedback at various points in time:
Student ratings provide a quick and easy means of gathering information from a whole class or wider group of students. Short questionnaires can be given on paper or set up online (using Survey Monkey, for example) to make analysing responses easy.
Students could be asked to rate:
Sentence starters are way of getting feedback quickly and easily at the end of a day, or week, or term. Students can write their feedback on a small piece of paper, gathered, for example, in a feedback postbox, with or without their names.
Providing sentence starters (either in writing on the paper, or orally) makes it easier for students to respond. Continuing on from a sentence starter gives the prompt that many need to express their view. (Some examples below.)
Photographs from real classroom experiences are a useful resource to prompt students feedback. They may be used to getting feedback in a one-on-one discussion, a group or class discussion, or independently of the teacher using ICTs.
The photograph may be of, for example:
The photo can then be used in a discussion with students to find out about: