Dr. Kevin,
When you get feedback in a variety of ways, you get a variety of feedback. Others give you their perspective and you learn more from all of the different feedback. Thanks for your input.
Cynthia,
I agree. I like it when the peers evaluate each other - especially when they use the same rubric I'm going to use to evalutate them later. This helps them understand the expectations even more. Thanks for your input.
I think each of the different types of feedback has a place. With this in mind, it’s tough to pick just one as being the most comprehensive. Probably the best approach to obtaining feedback would be to utilize a combination of the various approaches as that would provide the most complete picture.
Peer evaluations and student feedback are always helpful.
It's unfortunate that the student giving the feedback doesn't get the benefit, but the next class gets to benefit from any good changes suggested and implemented as a result of the evaluation.
Pierre,
Yes, providing evaluation, assignments, etc. at a variety of levels of Bloom's Taxonomy is excellent. Keep up the great work.
Evaluations should be mixing tests, assignments, researches and presentations. All levels of understanding (bloom's taxonomy) should be used at specific strategic time to access students learning. Active and self-centered learning phylophies are practiced and advocated.
Stephen,
Right on! We need to obtain feedback in a variety of ways to make sure we are getting comprehensive feedback. It's the best way to see things from "all sides." The revision process is ongoing. Thanks!
Based on my experience teaching online, I think that my own evaluation of the courses, student evaluations, and feedback from the faculty quality team (peers) provide the most comprehensive feedback. These three types allow me to close the loop through a variety of evaluation data. I use feedback comments from students and peers to increase my performance in the online teaching environment. I also continually review my courses and make any necessary changes.
Stephen W. Volz, DBA
Antonio,
Yes, me too. Feedback from the students is typically honest and it really helps me assess what I'm doing, the course layout and the content. Then, I can make adjustments. This is an ongoing process. Glad you have reflected on this and am learning from the process. Nice job.
I have always liked to receive feedback from the students. I have in the past assisted other instructor revise courses as the Subject Expert. I never stopped and thought how much I really learned from doing this, until now.
Yvette,
Thanks for you input. The more feedback we get from others, whether students, peers, other professionals, the better we can revisit our curriculum and make changes. It's an ongoing process.
I agree with my classmates in that there is not one method that proves to be an effective provider of comprehensive feedback. In addition to self-evaluation, institutional evaluation (often accomplished with curriculum specialists), professional/community evaluation via industry professionals evaluating the curriculum and the product (graduates) - I think the most effective method is student feedback. You can get it often and without much difficulty and since students are taking the curriculum and spending the most time with the instructor, they are often the best voice to discuss the course and the faculty.
Diane,
You are right. Students provide so much helpful email in formative and summative evaluations of your course. Take the information and make your course better. It's a never ending process, but a process well worth the effort. Thanks!
I think that having student evaluations would aid in my closing the loop and continually revision of my online environment. These two things are a must since students will evaluate the course and then I can evaluate myself and what I have in the course syllabus. These things will allow me to make better choices in what I teach.
Esther,
You are right. Feedback from students, peers, administrator, etc. all provide valuable information. They also provide a different perspective on the content/subject, etc. Nice job.
I believe that the student assessments and feedback would be productive in providing comprehensive feedback.
Of course all the types of evaluation are critical, but I believe that the assessments will provide an indication of areas the students did not comprehend and would thus be useful for closing the loop. Also, student course evaluations would provide feedback of the areas that could be adjusted for a critique of the facilitator and the overall course.
Lisa,
I like that you talk about the gap and closing the loop. We have to help our students see there is a gap and help them improve their learning through the process. Formative and summative evaluations can help students and instructors. Thak you.
Bryan,
You are right as there are many variable. But providing evaluations in different ways provides you with various information. Nice job.
A variety of evaluation methods are used to close the loop. Once the gap or loop is determined then an intervention must be implemented followed by more evaluation. Continuous evaluation is key to always improving with changing inforamtion, technology and learners. Various methods give us results to react to. Formative evaluation tells us how well our instruction and course content is being delivered, while summative evaluation tells us how well the learner mastered the course objectives.
This would depend on too many variables to answer generally. Some tests are better suited than others. I guess I would need to first think about what the class was about, before I decided which evaluation method was best. In general, as I teach writing, a good method is a written document. Even this, however can take on many forms and be assessed in a variety of ways. If I am teaching about the writing processes, then having students work through the process would be the best method of assessment.
