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Background: Previous research with college students has provided evidence for the efficacy of a simple intervention called a transparency. A transparency is an evidence-based tool, consistent with adult learning theory, which provides the what, why, and how of course assignments and demonstrates the connections of these components with the course objectives. While faculty may have their course objectives in mind when creating course assignments, this may not be evident to students and may result in a decrease in students’ learning and dissatisfaction ratings on course evaluations. Moreover, faculty promotion criteria are often highly dependent on their students’ course evaluation scores; however, when students do not perceive the clarity of course content, specifically assignments, they often provide negative feedback on end-of-course evaluations. Purpose: The primary purpose of this study was to evaluate the efficacy of using a transparency to improve students’ understanding of course content and associated course assignments.
Las Vegas (Nev.)
UNLV Office of Faculty Affairs
Transparency in teaching
Bondmass, Mary, "An Evidence-based Intervention to Address Students’ Understanding of Assignments and Improve Faculty Teaching Evaluation Scores" (2020). UNLV Best Teaching Practices Expo. 89.