Evaluating student learning at mid-seme ster January 2018 Office - - PowerPoint PPT Presentation

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Evaluating student learning at mid-seme ster January 2018 Office - - PowerPoint PPT Presentation

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Evaluating student learning at mid-seme ster January 2018 Office of Assessment, Duke University Office of Assessment, Duke University - 2018 assessment.trinity.duke.edu/assessment-roundtable Office of Assessment, Duke University - 2018 Why

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Evaluating student learning

at mid-seme ster

January 2018 Office of Assessment, Duke University

Office of Assessment, Duke University - 2018

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assessment.trinity.duke.edu/assessment-roundtable

Office of Assessment, Duke University - 2018

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Why do we care about evaluating student learning at mid-semester? How? What tools and techniques are possible? How do we make good use of this information?

Office of Assessment, Duke University - 2018

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What are your objectives for mid-semester evaluation?

Office of Assessment, Duke University - 2018

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Size-up the course curriculum Monitor learning from middle to end of course Students can check their own learning Identify gaps in learning

Students may be more invested in mid- term assessment

Make course corrections

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Mid- Semester Evaluations

Mid-Semester Evaluations should aim to answer the following:

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What aspects of class are going well and what needs improvement?

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What changes in the course would benefit student learning?

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What are the mid-semester benchmarks to help you interpret end of term data?

Office of Assessment, Duke University - 2018

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Mid-Semester Evaluations

When developing mid- semester course evaluations an instructor may wish to focus on the following course elements:

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Course Content

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Course Instruction

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Classroom Dynamics

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Course Assignments and Feedback

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Course Policies

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Instructional Technologies

Office of Assessment, Duke University - 2018

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Don’t do it all!

Office of Assessment, Duke University - 2018

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https://ctl.yale.edu/MidtermCourseEval

  • A. Students assessing the instructor’s teaching
  • B. Students assessing their own learning
  • C. Student/instructor co-designed assessments

What approaches can you use?

Credit: Yale University Center for Teaching & Learning

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What tools and techniques are possible? − Students assessing the instructor’s teaching −

¡ small group discussions during class, moderated

by the instructor (Alessandra?)

¡ small group feedback session led by colleague,

without the instructor (Alessandra?)

¡ Classroom Observation ¡ anonymous online surveys or course evaluations

through Qualtrics or another website, viewable

  • nly by the instructor (Evan?)

Credit: Yale University Center for Teaching & Learning

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What methods are possible?

¡ Interviews ¡ Focus Groups ¡ Classroom Observation ¡ Surveys (Course Evaluations) ¡ Student Reflections ¡ Student Assignments

Office of Assessment, Duke University - 2018

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What methods are possible?

¡ Interviews ¡ Focus Groups ¡ Classroom Observation ¡ Surveys (Course Evaluations) ¡ Student Reflections ¡ Student Assignments

Office of Assessment, Duke University - 2018

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What methods and techniques are possible? − Students assessing their own learning −

Credit: Yale University Center for Teaching & Learning

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peer or self-solicited feedback based on clear criteria provided by the instructor

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Ungraded, online-mediated quizzes

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self-reflective knowledge surveys or journaling assignments

Duke University, Trinity College Office of Assessment - 2018

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What tools and techniques are possible? − Student/instructor co-designed assessments −

Credit: Yale University Center for Teaching & Learning

  • peer or students and instructors work together to

create the questions, pick the format, and analyze evaluation results

  • a creative and more radical way to empower

student voices and actively engage students as respondents, researchers, and learners

Duke University, Trinity College Office of Assessment - 2018

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Interviews

Do students stop by office hours

  • r advising?

Have a set of prepared questions:

  • What topic do you wish we had spent

more time on?

  • How could I make the classroom more

welcoming?

  • How can I help you prepare for the final

paper?

Office of Assessment, Duke University - 2018

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Focus Group Best Practices

  • 5-10 participants, preferably 6-8
  • Circle Seating (outside of the

classroom)

  • Pre-determined question prompts
  • 2 moderators (1 to ask questions and 1

to observe and take notes)

  • Provide snacks/refreshments!

Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. Social analysis, selected tools and techniques, 4(23), 4-24. Office of Assessment, Duke University - 2018

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Focus Group Questions

  • After an introduction, start with an easy round robin

question: “please go around and tell everyone your name, your major, and why you took this course.”

  • Use open-ended questions: “what do you think of

the reading assignments”?

  • Use reflection prompts: “think back to the first day
  • f class, what do you wish I had told you?”
  • To end, ask a summative question: “Of all the things

we discussed, what is the most important?” Then, ask “Does anyone have anything that they want to add?”

Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. Social analysis, selected tools and techniques, 4(23), 4-24. Office of Assessment, Duke University - 2018

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Classroom Observations

  • Self-lead: Take a

hard look -- what would you like to be happening in the classroom versus what is happening in the classroom.

  • Peer-lead: invite a

peer or colleague into your class to

  • bserve. Offer to

reciprocate!

  • Use an observation

protocol

Duke University, Trinity College Office of Assessment - 2018

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https://learninginnovation.duke.edu/faculty-opportunities/connect-with-other-faculty/

Office of Assessment, Duke University - 2018

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Mid- Semester Evaluations

Question Bank developed by the Office of Assessment, Trinity College to support your use of Mid-Semester Evaluations

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Guidebook available on OATC Website: http://assessment.trinity.duke.edu/ midterm-assessment-strategies

Office of Assessment, Duke University - 2018

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Mid-Semester Evaluations

Office of Assessment, Duke University - 2018

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Mid-Semester Evaluations

Office of Assessment, Duke University - 2018

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Mid-Semester Evaluations

Office of Assessment, Duke University - 2018

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Follow up on the feedback you’ve received

  • Be timely &

thankful

  • Provide a

summary of feedback to students

  • Discuss your

action plan based

  • n feedback (and

why)

Office of Assessment, Duke University - 2018

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Discussion

Office of Assessment, Duke University - 2018

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  • Duke Learning Innovation (2018). Innovation in Teaching and Learning.

Duke Learning Innovation. Retrieved from: https://learninginnovation.duke.edu/

  • Duke Trinity College of Arts & Sciences (2017). Midterm Assessment
  • Strategies. Duke Trinity College of Arts & Sciences Office of Assessment.

Retrieved from: https://assessment.trinity.duke.edu/midterm-assessment-strategies

  • Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus

group interviews. Social analysis, selected tools and techniques, 4(23), 4-24.

  • Yale University (2016). Midterm Student Course Evaluations. Center for

Teaching and Learning. Retrieved from: https://ctl.yale.edu/MidtermCourseEval

References & Resources

Office of Assessment, Duke University - 2018