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| Instructional
Activities | Evaluation | Teaching
Strategies
|
1.4.
Evaluation |
Principle:
1.4.1 Methods and
procedures for formative and summative course evaluation should be
carefully planned in the course design process. |
| Practices:
A. Formative
evaluation can take the form of learner assessments, communication
with students, and periodic evaluations given to students.
B. Summative
evaluation can include analysis of formative assessments, student
examinations, surveys, and interviews with students.
|
Examples:
|
Provide
feedback to students throughout the semester. Ask for feedback
from students throughout the semester. Maintain a log or
record of this feedback such as a folder with email messages
pertaining to the course.
Many Course
Management Systems, such as ANGEL, Blackboard, and Desire2Learn
, have a gradebook feature and other components that can be used to keep students
appraised of their individual progress. |
| Provide an online evaluation form to make it easier for students to provide feedback. Some Course Management Systems have a survey feature that can be used for this purpose. |
| Examples:
- Workload on students (too much, too little)
- Learning activities (helpful or just busywork)
- Notes and study guides (clear, helpful, understandable)
- Objectives (well-defined and articulated)
- Course organization (logical, orderly)
- Instructor issues (helpful, knowledgeable, and punctual).
Use survey tool within Course Management System (ANGEL) to do "quick polls" or surveys.
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Top
of Page |
Principle:
1.4.2 Methods and
procedures for evaluating student learning must be well articulated
and directly linked to the stated learner objective |
| Practices:
A. Design
formative and summative evaluation methods that are congruent with
the instructional activities and that will ultimately support
student achievement of the stated learning goals.
B. Use varied
and frequent self-evaluation methods or low-stakes testing to guide
the learner and provide quantitative feedback. Such activities should
lead to an increased understanding of the course materials.
|
Examples:
| How
will students use the information/knowledge gained in the
course? Is the goal of the course to provide basic knowledge
(introductory level course) or is it necessary for students
to apply and use the information in other courses or a chosen
career?
According to Bloom (1956),
"cognitive learning is demonstrated by knowledge recall
and the intellectual skills: comprehending information,
organizing ideas, analyzing and synthesizing data, applying
knowledge, choosing among alternatives in problem-solving,
and evaluating ideas or actions". Bloom identified
a hierarchy of six levels of cognitive learning:
- Knowledge (recall, least
complex)
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation (most complex)
Examples, along with level(s)
of Bloom's Taxonomy: |
| Assessment
Techniques |
Bloom’s
Cognitive Level Reached |
| Exams
& Quizzes:
Multiple Choice
Fill in
Essay |
Knowledge, Comprehension, Application
|
| Homework
|
Knowledge,
Comprehension, Application |
| Problem
Solving |
Knowledge,
Comprehension, Application |
| Case
Studies |
Knowledge,
Comprehension, Application, Analysis, Synthesis, Evaluation
|
| Journals |
Knowledge,
Comprehension, Application, Analysis, Synthesis, Evaluation
|
| Research
Reports |
Knowledge,
Comprehension, Application, Analysis, Synthesis, Evaluation
|
| Portfolios
|
Knowledge,
Comprehension, Application, Analysis, Synthesis, Evaluation
|
| Note:
The level of cognitive learning reached is dependent
upon the type of activitie(s) assigned. Activities must
be designed in order to achieve the desired level of cognitive
learning. In other words,using a multiple choice questions
will not guarantee that all levels will be reached, the
questions used must be designed to assess each of the different
possible levels of cognitive learning. |
|
Principle:
1.4.3 The content
of course evaluation should closely link to the course objectives
for the purpose of course improvement. |
| Practices:
A.
Continuous assessments provide
feedback during the term. The instructor or the designer can use
this feedback to correct design problems as the course progresses.
B. Any necessary revisions should be
made as soon as possible after course completion, while the experience
is still fresh.
|
Examples:
- Use rubrics based on course objectives to guide assessment activities. Rubric example
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