The most comprehensive feedback for evaluation is a combination of student feedback, self assessment, and peer evaluations.
I use pre-test and post-test to evaluate students' knowledge per module. I also review students' feedback and grades for overall performance and course assessment.
Jacqueline,
I love getting feedback, no matter who gives it. I don't take it personally, but just look at the feedback as a way to improve the course and my teaching. You're right - different audiences can provide different feedback as they look at things differently. Thanks for your input.
The feedback from the student and also the feedback from the administrative team that reviews my assignment (and discussion)replies.
Student feedback is helpful, but can also be biased. If the student did not obtain a specific outcome (example was late on work and wanted a 2nd attempt)then this could be reflected in the evaluation.
The administrative team will look at both angles and provider good feedback in order to close the loop.
Jacqueline Bloink
Thomas,
Yes, I think we typically use more than one type of evaluation. They each give us different information. Thanks!
I do not think that just one type of evaluation is "most comprehensive". First off there are many different types of learners and assessment takers. Some students have real issues with summative tests and it does not accurately indicate their knowledge level. Therefore, I feel that a varied assessment approach is needed.
Tom Steinmetz
Christine,
Good point. It's hard to choose. We probably use multiple evaluations all the time without even realizing it. Thanks!
Dr. Crews,
I do not feel I can choose one type of evaluation that will provide better feed back or a more comprehensive feedback than another.
It feel it will take multiple evaluations from my stakeholders, to provide the feedback that I would need to make continuous changes that improve my online course and close the loop.
Christine
Sarah,
This sounds interesting. . .why would they not want to share the information with the instructors - the ones who can make edits to the course and make it all that it needs to be. I would email the administrators and ask why they are not shared, but also list all of the benefits to sharing the information. The benefits include enhancing teaching and learning. What better benefits? The feedback can also be seen as formative feedback for your teaching and they can watch student grades increase as the course gets better from the feedback. Then, the administrators can see what's being done in great classes and share those best practices will all instructors to further enhance teaching and learning. Are there any rules against doing your own course evaluation in which students give the information to you anonymously? If not, I'd do that until the administration begins to share. It's a thought. Hope it's helpful.
Our institution gathers information from students after each class. However, that information is not shared with the instructors although the feedback is not only about the course in general but us as well. What are some ways to encourage our institution to share all of this information with the instructors so that we can help in improving our own performance as well as that of the curriculum?
Alfred,
I love getting student feedback in a formative way during the course and in a summative format at the end of the course. Keep up the good work.
I believe student feedback would provide very comprehensive feedback for the instructor. A combination of evaluations, comments, and progress feedback would give a good idea of how the instructor is doing. After all, helping students progress through learning is the main objective.
Agnes,
Sure - I see your point. But, as students are all different, the class cultures are different. For one class and assignment may need to be tweaked or how content is provided may need to be edited a bit. It can be the small changes that make the difference for various classes. Thanks for your continued input in these forums.
Agnes,
I am reading a great book called The Courage to Teach. It's very enlightening and makes me (even after 30 years of teaching) think about me as a teacher, learner and leader. Keep reflecting! ;-)
I beg to differ. Not always will it be the issue with the way the course is designed. Again, I have 2 sections of the same class, and in one class students are doing great, and in the other section they are struggling.
Therefore, students' struggle could be, but does not have to be an indicator the course needs to be revised.
There could be other factors involved.
I think Reflection on our teaching is always beneficial.
Students' feedback is important, as well as a careful analysis of the course material and quality of submitted assignments.
If I happen to notice students get confused more by a specific assignment rather than by others, then I would be inclined to revise the instructions for this very assignment.
Shenita,
Glad you have had the experience of students being honest in their feedback. With honest feedback from students we can improve the course and utilize the feedback effectively. Thanks!
I believe having a compilation of student evaluations are pretty insightful. I've found that most students are forthcoming and honest when it comes to providing this kind of information.
Michael,
Love that saying - and many times I think I am insane. Ha! Thanks for your continued input in these forums.
Dr. Crews,
Without feedback…okay, I think there is an old adage that goes something like, "doing the same thing over and over again but expecting different results = insanity." I would like to think that without comprehensible feedback from all three sources, then you are destined for failure. The final feedback should come from the students as they are in it now and will provide honest answer on to assist with change an how to make adjustments. I am focusing on the adult learning not traditional colleges.
Michael
