Transcript ASSESSMENT/FEEDBACK reveries, puzzlements and dumb ideas from the abyss Lenny Shedletsky 1Credit goes to Dr.

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ASSESSMENT/FEEDBACK
reveries, puzzlements and dumb ideas from the abyss
Lenny Shedletsky
1Credit
goes to Dr. Ryan Kelsey, Columbia University, Center for New Media
Teaching and Learning, “Design your own module assessment/feedback kit,”
for focusing our attention on measurable outcomes (unpublished paper).
SOME FIRST THOUGHTS ON STUDENT
EVALUATIONS OF ONLINE COURSES
What do we want to use evaluations for?
What are the “real” purposes for the evaluation?
Real Purposes for the Evaluation
• TO GIVE FEEDBACK TO THE TEACHER ABOUT THE TEACHER’S
BEHAVIOR IN THE COURSE;
EVALUATION FOR?
• TO GIVE FEEDBACK ABOUT CONCEPTS IN THE COURSE;
EVALUATIONS FOR ?
• TO GIVE FEEDBACK TO THE TEACHER ABOUT THE student’s
BEHAVIOR IN THE COURSE;
FOR?
• TO TEST WHAT STUDENTS LEARNED;
FOR?
• TO GIVE FEEDBACK ABOUT STUDENT SATISFACTION WITH THE
COURSE;
FOR?
• TO USE FOR HIRING/FIRING AND PROMOTIONS;
FOR?
• TO GIVE FEEDBACK ABOUT THE DESIGN OF THE COURSE;
CATEGORIZING EVALUATION QUESTIONS ACCORDING TO THE
PURPOSES FOR EVALUATING
1. To give feedback to the teacher about the teacher’s behavior in the
course; (A)
2. To give feedback about concepts in the course; (B)
3. To give feedback to the teacher about the student’s behavior in the
course; (C)
4. To test what students learned;
5. To give feedback about student satisfaction with the course; (D)
6. To use for hiring/firing and promotions;
7. To give feedback about the design of the course; (E)
ONLINE EVALUATION FORM USED AT UMS`
Here is
what we
have been
using—the
same
questions
as the
forms for in
class.
No Significant Difference Phenomenon
Some Resources
Checklist
Guidelines