Student
Evaluations
Model Business Services Skills Assessments
The
following forms were developed by the 1995 Business Services Committee
working with a federal grant to implement the Hawaii School-to-Work
Opportunities system. The assessment forms were designed for business
services instruction. They can be used by others, however, as models
for developing similar assessment tools for other disciplines.
Observation & Evaluation
Explain
what we need to do to have a good evaluation and observation & what
we need to do to improve observation and evaluation of students.
Student Rating Forms
Student
rating forms, also called student end-of-course questionnaires or student
evaluation forms, are traditionally administered at the end of the term
to solicit student evaluations of a course. ….Many campuses have standard
rating forms that all faculty administer and centralized procedures
for analyzing the data.
"Making Tests": Some General Principles
This
diagram indicates (1) some different purposes of tests that are helpful
to recognize at the outset, (2) four levels of topics that need to be
addressed when creating a test or set of tests, and (3) the relationship
between course goals, teaching and learning (T/L) activities, and assessment
and feedback.
Guide for Reviewing Plans for Evaluating
Student Learning
The
first big step in evaluating student learning is to recognize that you
need to use different mechanisms for evaluating different kinds of student
learning. That means you first need to identify the different kinds
of learning you hope to general in your course; then, for each kind
of learning, identify an appropriate means of evaluating that kind of
learning.
Mid-Term Evaluation Form (Microsoft Word file)
A
questionnaire you can give your students around the 4th week of the
semester to get a sense of what components of your course are helping
your students learn the most effectively.
Early Evaluations for Faculty
We
strongly urge all teachers to get some form of feedback from their students
in the third or fourth week of the term. Getting feedback early enables
you to adjust your teaching in time to make a difference.
Collecting Mid-semester Feedback
Classroom
assessment techniques, although very useful for gathering day-to-day
feedback throughout the semester, may not be as effective at answering
some of your broader questions about how a class is going. To collect
feedback on issues such as pacing, general comprehension, student attitude
and interest, and participation, teachers find that a more formal, systematic
type of assessment works best.
Use index cards to get feedback
Distributing
index cards several times during the semester and asking students to
give you feedback on the course
Hand out short questionnaires to get feedback
Formative
evaluation can be especially helpful if you are teaching a new or substantially
revised course, adopting a new text or lab manual, or experimenting
with a new mode of instruction. Many faculty members routinely administer
specially tailored mid-quarter evaluations. Generally, they report that
these evaluations dramatically improve their communication and rapport
with students, even if there are few basic changes that they are able
to make in the course that term.
Have students send you a telegram evaluation
Another
teacher also uses the letter or telegram approach to evaluation, but
asks that the telegrams describe the course to date.
Respond visibly to student suggestions
and criticisms
A
critical aspect of conducting a mid semester evaluation is to let students
know that their comments have been thoughtfully considered. At the very
next class meeting, thank the students for their comments and their
suggestions and give a brief, non-defensive account of those suggestions
you can use this term, those which must wait until the next time you
teach the class and those which you either cannot or, for pedagogical
reasons, will not change.
Instructor-Initiated
Student Feedback
There
are a number of standard question forms to chose from, or create your
own custom form.
