Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003) / Chapter Skim
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Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning
Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning
Pages 145-184
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From the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education (2002~. Student Instructional Report Il.
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Form Carnegie Mellon University Eberly Center for Teaching Excellence Teaching Improvement Form Lecture Courses Teaching Improvement Form Laboratory Courses Teaching Improvement Form Discussion Courses Harvard University Derek Bok Center for Teaching and Learning Mid-Course Evaluation Form End-of-Semester Course Evaluation Form Kansas State University IDEA Center Student Reactions to Instruction and Courses Faculty Information Form for Student Evaluations Sample Results of Student Evaluations Hampshire College End-of-Semester Course Evaluation Forms Instructor Objectives Report EVALUATING AND IMPROVING UNDERGRADUATE TEACHING Found on Page (s)
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The College Student Report 2001 O In your experience at your institution during the current school year, about how often have you done each of the following? Mark your answers in the boxes.
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During the current school year, about how much reading and writing have you done?
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To what extent has your institution experience contributed to your knowledge, skills, and personal development in the following areas? Very Quite much a bit ~ Day Very little ]
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Ayes Mono What is your current classification in college? Freshman/first-year ~ Sophomore Junior ~ Senior Unclassified Since high school, which of the following types of schools have you attended other than the one you are attending now?
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Th's que~m g've$ ~u the channe to comment anonymously a16~t this coume and the way 't w~s Ought. 10~g the ~~g soate ~~ maria the one m$~e ~r each Ant the 's cIose~ to ~~r v'evv.
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O useful syllabus O stimu lates interest O engaging speaking style O keyideas emphasized O easy to take notes O effective examples O good summaries provided O otherstrengths? O responds well to student questions O encourages active participation O right amount of interaction for this size and type of class O student contributions valued O useful in-class activities (e.g.
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lo lo lo O appropriately challenging O clear grading criteria O helpful feedback O appropriate number O interesting and/or useful q uestions assigned O otherstrengths? unreasonably difficult poor coverage of materials too few tests/quizes too many tesVquizes unclear grading criteria other concerns?
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SPECIFIC CONCERNS (Check all that apply) O commendable O personable & approachable O not sufficiently accessible to students O fine C1 help readily available out of class out of class O needs improvement O concerned about individual students' O unresponsive to students' requests needs for help or review O attentive to needs of diverse student O other concerns?
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Main reason for taking course: Required Interested Required and Interested Other Class: First-Year Sophomore Junior Current Grade in the Course: Undergraduate: A B C Senior Masters Ph.D. Other D R Don't Know Graduate: A A- B+ B B- Don'tKnow % of Classes Attended for this Course: 0-20% 21-40% 41-60% 61-80% 81-100% EVALUATING AND IMPROVING UNDERGRADUATE TEACHING
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O not enough time allotted to write reports O other concerns? Lectures/Presentations O d hi O excellent explanations O speech is hard to understand common a e O provided good preparation for lab work O language used is too complex O good use of board or other visual aids O unclear explanations O need improvement O not applicable O dynamic, engaging style O pow use of visual aids O right amount of interaction for this size O other concerns?
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O unclear grading criteria Attitude to Students O connection to course goals not apparent O other concerns? 121 personable and approachable O little encouragement provided O commendable O patient with students O unresponsive to student requests O fine O genuine interest in individual students O showed little concern about equipment needs improvement O welcomes student involvement failures or difficulties O not applicable O provides individual attention O other concerns?
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Student Information (Circle one for each question.) Main reason for taking course: Ret uired Interested Class: First-Year Sophomore Junior Senior Current Grade in the Course: Undergraduate: A B C D Required and Interested Other Masters Ph.D.
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O pitched too low for students O other concerns? Organization O commendable O useful syllabus O course objectives weren't clear O fine O instructor clearly well prepared O couldn't see big picture O needs improvement O logical order of topics O couldn't see continuity between classes O managed class time well O started or ended late O other strengths?
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From page 161... ...
SPECIFIC CONCERNS (Check all that apply) O commendable O personable and approachable O willing to provide individual attention O fine O genuine interest in individual students O little encouragement provided O needs improvement O welcomes student involvement O unresponsive to student requests O attentive to needs of diverse student O other concerns?
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Student Information (Circle one for each question.) Main reason for taking course: Required Interested Required and Interested Other Class: First-Year Sophomore Junior Senior Current Grade in the Course: Undergracluate: A B C Masters Ph.D.
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4. Please rate this course so far on a scale from ~ to 10: Coors ~ ~ 10 (excellent)
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4. When you have the lecture notes ahead of time, do you read them before lectures?
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1 2 4. The instructor shows genuine concern for student learning and the quality of 1 2 teaching.
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if I An.
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Aces Fry ~ ~ ~ 3 B~ Ore!
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~ Graduate or professional school students (9 - Combination of two or more of the above types SOON Music (Perforrr~ing, Composing. Theory)
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Primarily to identify the teaching objectives where improvement is most needed Primarily to help develop a strategy for improving teaching methods Primarily to assist in interpreting the results by considering the context in which the course was Primarily to provide details which may help you or your consultants to understand or interpret the report accurately Identifies errors resulting from incomplete information provided on the Faculty Information Forest Definitions Raw Score: Results obtained by using students, numerical ratings, all of which are based on upscale of 1 (low) to 5 Might.
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Facula Camel ALE, ~ Course: Co~unicati~ 40800 ouaIi~ off in~u~i~ was -acc~tab~. Essential and Imp omen lmp~ved Study ~i~de ' 55 _ 50 4d ~ _~ _ Ovum ExceB~ce of Tesche ~ U=~u~d T Scam ~ Me ~~ ~ of ~~ You may gin ~ akin Ease Aims ~ ca~g~ 1~ nose whim have ban used icy win ~ ~EA~ Siam assign T Scores to cs~gohes as Alloys: Lugs Oowest 10~T Score below 37: Law Average gem 20~# Scare S7-44: Avera~ ~i~le4~ Bane 45~5< ~~ Avera~ ~ 20~# Scan 56~3< sod 81~ aimed 10~# acme above 6} 1.
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If all progress ratings are abase He average range, it is suggested that your present methods of teaching are effective and changes in your teaching style or approaches do not appear to be needed in order to ensure that your teaching promotes student learning. If improvement is needed, strategies can be formulated by examining "Strengths7' and "'Weaknesses" associated with progress ratings on He objectives chosen for priority attention.
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Explained course material clearly and concisely 11. Related course material to real life situations E
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Explained course material clearly and concisely 11. Related course material to real life situations ~ 2.
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Information on this p age provides the context in which the class was taught and in which interpretation of the ratings should be made. The IDEA Center will conduct additional research on these data to determine more precisely how they can improve interpretation of the report.
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Faculty Name: SAMPLE, AX Course: Communications 0000 Section V: Statislical Detail: Item Frequencies' Averages, and Standard Ileviations Tem~: Fall 1 g 98-1 gg g Pa~e 7 Items 1-20: Teaching Methods Key: 1=HardlyEver 2=Occasionally 4=Freauentl~r 5=Almost Alw~ays . ~ 1 2 3 3=Sometirnes 4 f; Omit A~g.
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From page 177... ...
Faculty Name: SA MPLE'AJ~ Course: Con~nunications0000 Section V: Stadsdc~ DetaB: Continued Tenn:Fall l998-lgg; Page8 Items-: Ezra Questions 1 2 ~ 4 ~ O
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5. Developing skill in critical thinking.
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12. Developing skill in express~ng ideas orally.
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24. Overall, I rate this instructor an excellent teacher.
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. O Cunosi~ o Recommendation of student or faculty member ~ Acquisition of particular skills o Graduate or professional school requirement o Prerequisite for another course o Other (please specify S AM P L E S O F Q U E S T I O N N A I R E S
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Hampshire College Student Course Evaluation Course Number I Part 3 General Comments 33. Please comment on what you did and did not get out of this course, given your expectations for the course.
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8. Developing creative capacities.
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o o o 14. Developing specific skills or competencies, such as artistic techniques, production methods, laboratory methods, quantitative techniques, computer applications, or fieldwork methods.
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