Post on 25-Feb-2022
Shontell Stanford, M.Ed.Director of Institutional LearningInterdenominational Theological Center
Formative Feedback Matters: An Enhanced Assessment
Method for Dissertation Research Committees
Formerly Curriculum Manager, Morehouse School of Medicine
PRESENTERShontell Stanford, M.Ed.
Director of Institutional Learning at ITCPh.D. Student Liberty University
MODERATORTyrese Hinkins-Jones, M.Ed., Ed.S
Associate Director of Medical EducationEmory School of Medicine
The piloted of this study began with my work at Morehouse School of
Medicine using an enhanced
thesis/dissertation committeeassessment method within the
division ofGraduate Education in Biomedical Research.
Graduate Student’s Maze
When graduate student's thesis or dissertation work is assessed by their committee members in a subjective, non-collaborative manner, without quantifiable data or clear expectations, it can leave the graduate student at a loss of direction.
Graduate Student Conversations
Good? Bad?
Nothing written
Late responses
No unified communication
This project will not work
Formative and Summative Assessment
Adopted from Developing Your Teaching: Getting and Using Feedback (2011) http://www.iupui.edu/~cletcrse/course_mat/08_developing/html/course_files/2_20.html
Thesis/Dissertation Committee Form (TDCF)
Current form completed by the Ph.D. Dissertation Committees as an assessment tool for student's progress on their dissertation work.