We focus on reducing the power imbalance between staff and students and providing prompt and helpful feedback without overburdening staff and students. To achieve this, we introduced a shift from "top-down feedback and dialogue between staff and students" to a "bottom-up approach." This approach places a stronger emphasis on students' needs and satisfaction, which is more likely to yield valuable insights in a timely manner. We are introduced and tested an alternative feedback method - the "traffic light system." During the first lecture of the semester. we gave papers to students at the beginning of the lecture, which allowed them to indicate their level of satisfaction using traffic light colours. Students were also given the option to provide written feedback on the back of the paper. At the end of the lecture, we collected the papers in an envelope placed at the front of the class, ensuring complete anonymity. The feedback is easy to read and group, thanks to the use of colours and the straightforward nature of the students' responses. However, implementing the traffic light system can be challenging in a large classroom setting. We conduct surveys with students to enquire about their experience with the feedback method, prompting them to rate its ease on a scale of 1 to 5. It is critical to examine whether the module coordinator acted on the feedback received and, if so, how and when it was communicated to the students. This reflective approach signifies a commitment to responsive teaching practices.

Authors:
Kulnicha Meechaiyo, University of St Andrews, United Kingdom
Gosia Mitka, University of St Andrews, United Kingdom

About the Presenter(s)
Dr Kulnicha Meechaiyo is a University Assistant Professor/Lecturer at University of St Andrews in United Kingdom

See this presentation on the full schedule – Sunday Schedule

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