Does Mid-Semester Feedback Make a Difference?
Informal mid-term feedback processes create opportunities for students and academics to have a dialogue about their progress and to make any necessary or reasonable mid-stream corrections. This article reports on an action research project designed to see what impact mid-semester feedback might have on the classroom experience. The underlying motive for the study was to generate institution-specific “proof” which might encourage other academic staff to conduct informal mid-semester informal feedback exercises with their students. End-of-semester data shows that both students and lecturers found the exercise to be a positive experience. Students appreciated being able to voice their problems and opinions at a time when mid-course corrections were possible. Lecturers felt there was an improvement in the lines of communication, resulting in a friendlier teaching and learning environment. Article Category: Classroom Action Research