Student surveys and also I ask questions on the course question discussion. This allows me to get a sense of how well the course is fulfilling needs.
I also ask students at the start of the course when students introduce themselves to class to share their experience with the topic and their goals for the course. This gives me a sense of how to start tailoring the course to serve their needs.
Suzanne,
Super! As we continue to learn through professional development, we can try new things. Thanks for trying something new.
Actually, I have been remiss in using formative assessments. However, I see the value of them after taking this course and will implement them with the very next course I facilitate.
Suzanne
Alan,
Try using some formative assessments and see how the students respond. It may take awhile for them to get use to a start, stop and continue if they haven't been asked before. But, try it! You might be surprised. Thanks!
Beth,
Keep reminding them. Even a simple email the week before the course evaluations are due is helpful. Thanks!
The short answer is none.
The school provides for the summative evaluation.
I liked the concept of the stop, start, continue; and will work these into my classes as a start.
I do note when requirements are set by the school and not by me (highlighted as "school policy" or school requirements"). However, that seems to get lost by the time they get to these specifics!
Beth,
Do you pass on the students' comments to the students? Also, if you are getting the same comments about structure or requirements by the school, I would put that information in the syllabus the next time and explain to students these cannot be changed through you. But, they should have a contact to provide this information. But, this keeps the complaints to someone else and doesn't then impact your evaluations. Thanks!
As I teach where the courses are for us to facilitate, implementing the feedback from students can be somewhat limited. Often their complaints may relate to structure or requirements imposed by the school. Even so, when the students have something constructive to say, I do try to use their comments to make improvements. NB: There is also the disgruntled student who is unhappy because "the instructor" is mean, too strict and does not understand their problems! The evaluation provides and anonymous forum to launch their displeasure!
Theran,
Open communication can only occur when students feel comfortable and safe. Therefore, if you are doing that with your students, you have developed a good community within your classroom. Nice job.
Jessica,
The LMS I use allows us to use surveys that are anonymous as well. The students can then feel more comfortable in providing feedback. It's helpful. Thank you.
As part of my approach to teaching is to carry on open discussion/conversation with the students. As they begin to see that they are not being criticized but rather being included in the course materials, they open up. They are willing to make suggestions/recommendations and providing ideas, examples, and so forth. If I listen I am able to see methods that can be incorporated into the course as it is being taught. I also make notes in my syllabus as to changes that can be incorporated, and then future syllabi include those adjustments.
As mentioned, at the end of the course I seek suggestions for course improvement -- summative feedback.
I feel your methodology and mine are complementary.
I utilize "surveys" through emails and class discussions asking what students have found helpful and where they feel information needs to be further enhanced.
revonna,
Any information we can get from students in a formative setting allow us to edit the learning environment and help improve instruction and learning. Thanks for your input.
What methods do you use for formative course evaluation?
The methods that are used for formative course evaluation includes the students completing an evaluation survey and having the opportunity to review and read over their responses. This gives me an opportunity to see what improvements can be made on my part and also provides me with some insight on my teaching, delivery and facilitating skills. Also, I try to correspond with students to get an idea what is working effective for them and what is not working, what improvements they would like to see made and what do they enjoy most. In some cases I may not have any control over the process however, I can empathize and show compassion with the students.
Emry,
Connecting with those students that disengage, is important. The sooner you can do this, the better. We don't want them to get too far behind or disengaged. Thanks for your input.
Ms. Crews:
In the online environment, one of the ways that I evaluate my course, for future changes, would be to look at each individual student, and notice the trends with their grade over the duration of the course.
By using tailored, personalized feedback for each student, improvements should be made to each Assignment, Discussion and Test grade, if the student is using the feedback provided to them, constructively. If a student does not leave feedback for classmates in the Discussion, over a few weeks, an e-mail reminder, or phone call is made to explain to the student the importance of fulfilling all the criteria in the course, and checking on grading feedback.
At the end of the course, the student should have shown marked improvement from the first week, if the teaching has been effective and the suggestions to correct work were used effectively.
Cheers
Emry
Vimlarani,
You are even introducing gaming with your students. I bet they enjoy that. Your list provides that you are giving students lots of options for assessment. Nice job.
I use the following assessments:
Questions and answers
Short test and quizzes
Homework exercises
Skill assessments
Short group projects
Classroom assignments
Games
Cristy,
Excellent. Keep up the good work and continue to get the feedback you need from your students. Thanks!
