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VideoEvaluations
Evaluation
involves the process of making a determination of the value or worth of
the course experience as perceived by the students in the class. This allows
you - as the instructor -- to get feedback from the students who participated,
and to be able to evaluate specific aspects of the course content, instructional
techniques, and delivery methods employed. Standard course evaluations
can get at some of this, but they are always "after the fact" and may be
too general. A distance education course is hopefully equivalent, in terms
of desired outcomes, but not "the same" as a live instruction class. Relying
on the standard institutional course evaluation may not be enough to evaluate,
for example, the effectiveness of the technology or the level of interaction
in the course. You may wish to add to the standard course evaluations with
one of your own given during the course (formative
evaluation) and at the end of the course (summative
evaluation)
Formative and summative evaluations
Formative evaluations
can be conducted once or many times over the length of a course to find
out students' reactions, attitudes and achievements, always with a goal
of improving the course. The idea behind the formative evaluation is to
ensure the course or instructional product is meeting its stated goals.
If the course is not meeting its goals, you can still adjust the course
- with the feedback you receive from the formative evaluations - before
the course ends.
Example formative evaluationSummative evaluations are given to students at the end of the course. They are used to determine the overall effectiveness of the class or instructional product. Summative evaluations usually focus on student performance, course relevancy, learner attitudes toward the delivery methods used, and the instructor's teaching style and effectiveness. Results from the evaluation would be used to revise and modify future classes to make them as instructionally effective as possible.
As you respond to the following questions, please address the relevant issues which include -- but are not limited to -- syllabus, sequence, teaching methods, interaction with other students and with professor, level of reading materials, access to materials, and clarity of class sessions and assignments.
What do you like about the course so far this semester?
What don't you like?
What can be done to improve the existing course?
How would you recommend that changes be made?
Example summative evaluation
As you respond to the following questions, please address the relevant issues which include, but are not limited, to syllabus, sequence, teaching methods, interaction with other students and with professor, level of reading materials, access to materials, and clarity of class sessions and assignments.
What did you like about the course this semester?
What didn't you like?
What can be done to improve future courses?
How would you recommend that changes be made?
|
Dr.
John Zenger found developing a distance education course actually improved
his "traditional" course.
Watch
Video |
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Write a short
formative evaluation for your students to complete. Which elements most
interest you in this type of evaluation early in a semester?
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Write a short
summative evaluation for your students to complete. Which elements most
interest you as you contemplate revising the course?
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What
would you do differently the next time you teach a distance course? Here's
how a few instructors feel about revising their distance education course.
For several course
modules, Dr. Rick Rudd used streaming video of on-camera lectures combined
with PowerPoint slides. Dr. Elaine Turner: Dr. David Clark: |