In developing a mid-term course evaluation, I would utilize, but not limit myself to, the list of questions below. I have added parenthetical commentary and explanation/reasoning to each question.
How effective is the instructor’s use of class time? Could there be a better use of class time?
(This question is typically found in these questionnaires, so I will add it solely on that basis. I wonder if these ever generate effective remarks, since the students rarely have a comparative class to judge the course against or will refrain from pitching ideas for fear of added work.)
Is the class pace too fast or too slow? Does the instructor need to utilize more or less examples?
(I believe that these are good questions to ask students because it will allow them an opportunity to comment on particular difficulties or boredom they may face prior to entering the classroom.)
Does the instructor promote a comfortable and open learning environment?
(I believe that asking about the comfort level in a classroom is important because what the instructor feels to be comfortable might not be the same sentiment as what students are feeling.)
Has the instructor correlated course objectives to the lectures and class activities?
(Checking in on course objectives is essential because of the difficulty of writing them.)
Are the course’s readings, assignments, and projects suitable for the class?
(Moving beyond whether there is too much or too little work – students will almost always say too much – I think its better to ask whether or not the student feel the material is relevant.)
How much time, outside of class, do you typically spend studying and preparing and is this done independently or in a group?
(The amount of time it takes for a student to study outside of class will show the instructor the level of difficulty for the course – whether there is actually too much or too little work. Moreover, self-motivated group studying/work will show either the difficulty level requires multiple people to complete what should be an easy assignment or the course environment is friendly. It could go either way.)
What grade do you expect to get I this class?
(I always liked these questions because it forces people to think realistically about how much effort they are actually putting into the course.)
To quickly answer the remaining questions with the limited space remaining:
- The answers to the questions will provide just enough information about how effective and efficient I am being without going overboard.
- The questions would ask for more detail in the final course evaluation
- I would administer the evaluation in an in-class survey, because people might be shy or seen as judgmental in focus groups and people would forget to complete online surveys.
- I think I would attempt to reorganize the way in which information is presented in the course, depending on the answers. I believe that student interest is less about the amount of work that they have to do and more about the manner in which the information is presented, whether it facilitates interest to a broad audience.
You have perfectly covered almost all aspects. The questions you presented will reveal not only the midterm evaluation of your teaching style but also the performance of the participating students. I would like to add some more ideas. When you play the role of an instructor, your vision may not match with the students’ as they evaluate the course regarding your performance or teaching style. That could be an important barrier in making a course successful. Even after you try very hard that could prevent the most effective teaching. The best way to find out their view is to ask them what they want to change about this course if they could get a chance. There could be another way to find our individual weakness is to ask them how the course structure improve or deteriorate their learning. I guess if you could cover this point by asking two more questions it would be more helpful. If you change your course structure or teaching style, your students would think that you care for them. That would enhance your chance to get a higher score in final evaluation.
ReplyDeleteI agree with Ferdous. You have to ask what would be helpful in making the class more successful for them, the student. Maybe asking a question, "How do you see this class relating to real life situations or your career?" will help students see the importance of the final outcome of the class. With the course objectives question, yes it is a good question because they are so hard to write, but honestly, I pretty much every 'read' the course objectives from the syllabus. I scan through the course objectives at the beginning of the semester, but I do not study them enough to remember them when it comes to course evaluation time.
ReplyDeleteI agree with you that the final course evaluation would ask for more detail. The midterm evaluation is more for the benefit of the students "short-term" whereas the final evaluation is for a "long-term" basis and for new students entering the class the following semester.