Evaluation presentation which was part of a presentation on Curriculum Alignment Workshop at Mont Fleur.

1. The road thus far…
Graduate attributes
(What are the overarching attitudes, skills and dispositions for UWC students?)
↕Concept Maps
Learning Outcomes
(What do I want my students to be able to do?)
↕
Assessment Criteria
What do I need to see to know they can do it?
↕
Teaching and Learning Activities
(What will they be able to do, to know, how will their thinking and behaviour
change as a result of the teaching/learning experience?)
↕
Assessment Tasks
(How can I get them to show me those things?)
↕
Assessment Strategy
(How can all my tasks be ‘combined’ to fit the time and cover all outcomes?)
↕rubrics
Evaluation
(What do I need to do to improve student learning?)

2. Course Evaluation
An objective process in which data is collected,
collated and analysed to produce information
or judgements on which decisions for action to
improve practice may be based (Butcher, et al.
2006)
Can we identify some examples from the retreat?

3. Evaluation Cycle
Measure
Judge
Act
Monitor
Gathering of a range
of data
Meaning of
data collected
Implement changes
needed
Check if desired
impact is achieved

4. The Purpose of Course
Evaluation
Depending on the objective, course evaluation can be
Teacher-focused:
Learn about the effects and effectiveness of their teaching
Enhance the quality of the their teaching
Develop as teaching professionals
Learner-focused:
Fulfil the insitution’s internal quality assurance
requirements
Determine whether the course aims and outcomes have
been achieved;
review whether the outcomes and their associated
teaching learning and assessment strategies are
appropriate
Identify areas of the course that can be improved

5. Why is Course Evaluation
Important?
• Evaluation is a component of constructive
alignment.
• If we see the teacher’s role as facilitator of
learning, but then ask the students to rate the
teacher as lecturer-entertainer ie. there’s a
mismatch between the intended use/purpose of
the evaluation and the evaluation questions being
posed to students
• Constructively aligned course avaluation…must
support the improvement of student learning
(Edstrom, K. 2008)

6. When Should I evaluate my
Course?
• Anytime depending on what the evaluation is
trying to achieve:
• At the beginning( diagnostic)
– checking prior knowledge (Emile’s Story)
• In the middle (formative)
– Checking on understanding
• At the end (summative)
– Checking on the effectiveness of the course;
whether students have achieved course
outcomes

7. Course Evaluation
• Examples of Formative Evaluation
– Clickers, think-pair-share, minute paper,
weblogs (blogs, reflective journaling etc.
• Examples of Summative Evaluation
– Questionnaires, interviews, debriefing
sessions

8. Methods of Evaluation
• Evaluation may involve subjective and objective
measures and both qualitative and quantitative
approaches. The resources devoted to evaluation
should reflect its importance, but excessive data
collection should be avoided. (Morrison, J. 2003)
• Students often have to endure multiple evaluation
sessions by different lecturers at the same time of
the year.

9. How do we obtain the
information?
• Feedback from students ie. questionaires, focus
groups, interviews: eg open-ended, sentence
completion, bipolar questions
• Peer observation of teaching
plan, observe, reflection, review
• Self-evaluation of teaching
keeping diary, blogs, learning journal
analysing critical teaching ‘incidents’(when things go wrong)
Making audio/video tapes for later review.
• Here are other examples Digital Storytelling, CSI interviews

10. Think of a diagnostic, formative and summative
evaluation method for your module/course
Think-pair-share: discuss with a partner how your
evaluations are aligned with your course objectives
and outcomes.
ACTIVITY

11. System Alignment
• Edstrom (2008), suggests that universities be
seen as a system that requires alignment just as
courses do.
• “The system components of a university are any
macro-level structure, such as organization,
infrastructure, work processes and policies,
especially those that regulate issues where the
rubber meets the road, such as hiring, promotion
and funding.
• Can we identify areas of misalignment within our
macro-level structure?

12. Course Evaluation
• Reading
• Edstrom, K. (2008) Doing course evaluation as if
learning matters most. Higher Education research
& Development, 27:2, 95 – 106
• Butcher, et al., (2006). Designing Learning from
module outline to Effective Teaching, 186
• Morrison, J. (2003) ABC of learning and teaching
in medicine Evaluation BMJ 326.15: 585 - 586