Jeanette,
You are right - it is hard. A mix of different types of evaluations and feedback are appropriate for many courses. I agree. Thank you.
It is hard to say that one type of evaluation is superior to others because I find that various types all contribute very much to helping me revise and improve my courses. I have received valuable information from students who let me know what they enjoy and learn from, as well as where instruction might be improved. I also appreciate peer evaluation for the professional insights of a colleague. Reviewing student assignments and tests helps me to determine if my materials and methods are helping students to meet learning objectives. No one approach is best, but all are needed!
Scott,
Student and peer reviews are very helpful. They typically provide some similar, but some different feedback. Implementing the feedback prior to the next time you teach the course is important. Getting your supervisor's feedback would be nice. . .actually "No feedback is no feedback." :-)
I get a lot of feedback from my students. This is my best way to verify content and the correct method for delivery.
I do have peer review also, but this is usually only used for when I develop a course from scratch.
Since I teach the same set of classes on a regular basis, I am continuously look for mistakes (typos, incorrect wording). Since I tech a lot of technology classes, I also am always looking for updated info on the subjects I teach and integrate this info into my classes. But lets not forget experience, I am always getting new and exciting experience in the field I teach, and this is also added on a regular basis.
Sorry to say, I don't get a lot of feedback from the School I teach at, but I have begged my supervisor for feedback, to a point where I have given up on this. He says that "No feedback, is good feedback".
Brian,
Well, you can close the loop, but the loop keeps turning and turning. ;-) Consistent, constant feedback and course improvement is important. Thanks!
There isn't a single evaluation that gives the most comprehensive feedback. I'm constantly finding things to tweak in my lectures and always finding different things to address in what the school prints. Plus, if you actually close the loop, what comes next?
Tipton,
I actually enjoy seeing the students' comments and revising the course to make it better each time I teach it. The qualitative follow-up interview is a great idea.
Student evaluations. We have students complete a survey that seems to show trends but the most important is the actual written comments on critiques. If possible it is trememdously important to have students identify themselves on the critique. In doing so a complete qualitative follow-up interview may be conducted to clarify their comments.
Charles,
I have done some research on providing feedback to students and when I record my voice and pull up their document (or Web page or whatever the assignment was) and show them and explain to them my feedback, they tend to watch and listen more. If they make the same mistakes, I tell them to go back and watch and listen to my feedback again.
Hope this helps.
Do you think students use the previous feedback to help them improve on their future assignments? I have found that after submitting detailed feedback that the students are repeating the same mistakes,
Rose,
It is wonderful that you are self-assessing after your online session. That's when everything is fresh in your head and you can reflect quickly as well.
Thanks for your input.
Whenever I finished teaching one session of the online course, I always feel I/the course could do better next time. I'll put all of thoughts/suggestions/advices to the end of the course survey. Normally the course development will take some time to implement these advices. I do feel the close loop feedback is essential to get the course better and better.
Peter,
Thanks again for your input. Course grades can tell you if students are learning or if students are putting forth the effort. As you noted, making sure the students understand the assignments and what is expected of them is important.
When doing student surveys for feedback, make sure you do formative surveys throughout the course and at the end.
Thank you.
I think that course grades are one of the first things that I look at when evaluating course delivery. Next I turn to a syllabus scan to see if the assignments are cleary written and not left to student interpretation. Last, I look at the student surveys to see where I can improve on my delivery of the material and information regarding assignments.
Quiana,
I agree. When your peers (whether they teach the same content or not)look at your course through a new set of eyes and experiences, it's amazing what they might see.
Thanks!
I find it most helpful to allow another instructor to review the course. I think it goes back to intent. I know what it is suppose to say, so in my eyes, that is what it says. It is vital, plus they catch items that aren't clear, have errors, etc. Then I can clean it up, however, event a colleague cannot catch everything. So it is proverbial work in progress.
Jo Ann,
I'm glad you brought up accreditation. That is a key component.
Thanks for your feedback in these forums.
Sherrilyn,
Even though you are not developing your own courses, it is AWESOME that you are involved in the process. This establishes good communication between the instructor and developer and helps course be developed to meet everyone's needs.
Thanks!
For accreditation purposes, our courses need to cover what is indicated on the syllabus, so that would be the first comparison
Student grades - what is the learning curve? Are students passing or failing? Is there a large disparity in the grades?
Outcomes - do the students have the skills they should have after completing the course?
My online courses are developed for me. However, I have been a part of User Acceptance Testing (UAT) of my course as a way to review the content and provide feedback.
If I were to develop my own course, I would think having a UAT process would be the best way to go. Often time, when I do UAT I don’t find errors within the content, but errors with the assessments and the answer within the assessments being incorrect. Another set of eyes are always a good way to close the loop.
