Practice Papers

Document Type

Conference Paper

Abstract

Teaching Analysis Poll (TAP) has become an increasingly popular tool for evaluating teaching quality and enhancing student learning outcomes in higher education. It requires, however, additional human resources. This paper presents a modified version for easy implementation: Formative Teaching Analysis Poll (FTAP). It can be used by an individual educator and is nonetheless an effective practical method for practitioners in higher education to improve their teaching quality and enhance the learning experience of their students.

Based on a review of literature and personal experience using FTAP, in this paper we provide an overview of the underlying methodology of FTAP, its benefits, and how it can be effectively implemented in higher education. FTAP involves collecting formative feedback from students on various aspects of teaching and learning methods, formats, and quality. It may include instructional methods, course design, and student engagement. The collected data is then analysed to identify areas of improvement and to inform teaching practice.

This paper highlights the benefits of FTAP for educators, including the provision of valuable feedback and means to implement it into an ongoing course. FTAP not only contributes to enhance teaching performances but is a powerful instrument to involve students and learners in the design and creation of a learning environment based on their needs. Illustrated with a case example, we show how by actively engaging in the learning process students reflect on their individual needs and take ownership for their education. In conclusion, this paper provides practitioners in higher education with an experience based, practical guide to evaluate their pedagogical and didactical approach, improve teaching quality, and enhance student learning experiences.

DOI

https://doi.org/10.21427/8REM-2V61

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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