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Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
Nurturing Insight to Assessing Online Teaching
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Nurturing Insight to Assessing Online Teaching

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WCET 2008 Conference presentation

WCET 2008 Conference presentation

Published in: Education
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  • Discuss when online program started – 1999 – two programs When I was hired 2001 When the Koehler Center was full-time Only form of assessment was SPOT Began finding solutions for more assessment beyond student assessment.
  • Discuss first assessment tool – too long, too much work
  • eCollege component – provides various reporting features – this example shows two courses that fall below MLA standards of 87% retention. These would be pulled and
  • How these tools help with faculty development
  • Transcript

    • 1. Nurturing Insight to Assessing Online Teaching Romana Hughes Texas Christian University
    • 2. History <ul><li>Online Graduate Programs 1999 </li></ul><ul><li>eLearning 2001 </li></ul><ul><li>Koehler Center for Teaching Excellence 2002 </li></ul><ul><li>Standards and Procedures Document (2003) </li></ul>
    • 3. Standards and Procedures for Online Courses at TCU <ul><li>Written fall 2002 </li></ul><ul><li>Approved by Provost Council April 2003 </li></ul><ul><ul><li>Requires an online student evaluation </li></ul></ul><ul><ul><ul><li>Launched spring semester 2004 </li></ul></ul></ul><ul><ul><li>Requires assessment of instructional design </li></ul></ul><ul><ul><ul><li>First attempt launched spring semester 2005 </li></ul></ul></ul><ul><ul><ul><li>Not adopted by Nursing faculty – too much work </li></ul></ul></ul><ul><ul><li>Requires online faculty to attend training </li></ul></ul><ul><ul><li>Requires departmental review of all assessment to make recommendations for continued quality and improvement </li></ul></ul>
    • 4. Faculty Requirements for online assessment of courses <ul><li>Must be a simple format </li></ul><ul><li>Must be one page </li></ul><ul><li>Must be online </li></ul><ul><li>Must have a report tool </li></ul><ul><li>Must be easy to learn and available for peer review </li></ul>
    • 5. Online Self Assessment Tool – OSAT Created by Clarkson College <ul><li>Systematically review courses and determine what areas of instructional design could be improved </li></ul><ul><li>Develop clearer perspective on course design </li></ul><ul><li>To easily identify areas of strength and weaknesses for future development </li></ul><ul><li>Four level rubric </li></ul><ul><li>Copy of TCU OSAT is found at back of handout. </li></ul>
    • 6. Pilot Spring 07 <ul><li>Used Clarkson’s OSAT to assess the spring 2006 MLA online courses </li></ul><ul><li>Modified the layout to fit the needs of TCU policies and procedures </li></ul><ul><li>Faculty approved tool April 2007 </li></ul>
    • 7. Where is OSAT now? <ul><li>August 2007 completely online in TCU Portal </li></ul><ul><li>Available for peer review and personal review of online courses </li></ul><ul><li>Reporting tool created September 2007 </li></ul><ul><li>October 2007 Incorporated Program Intelligence Manager (eCollege tool)– PIM - results with OSAT results </li></ul>
    • 8. Course Home/Syllabus Section OSAT online
    • 9. Content Levels Section OSAT Online
    • 10. Presentation Levels Section OSAT Online
    • 11. Current Report Options <ul><li>By College </li></ul><ul><li>By Date </li></ul><ul><li>By Term </li></ul>
    • 12. Example of One Report Flags to watch - Score below 2.0
    • 13. Program Intelligence Manager PIM <ul><li>PIM enables data-driven decision-making to </li></ul><ul><li>Assist in more successful student outcomes and better institutional performance </li></ul><ul><li>Allows schools to determine what factors contribute to the success (or lack of success) of their online courses </li></ul><ul><li>To improve and maintain quality course offerings online </li></ul>
    • 14. Program Intelligence Manager – PIM Report Example Flags to watch – retention below 87% Set by department 100.00% 100.00% 100.00% NURS70030 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60713 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60482 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60413 Fall 2006 eCourse 90.91% 100.00% 90.91% NURS60043 Fall 2006 eCourse 94.12% 88.89% 100.00% NURS60003 Fall 2006 eCourse 62.50% 50.00% 100.00% NURS4303 Fall 2006 eCourse 88.46% 89.29% 96.15% NURS40632 Fall 2006 eCourse 83.33% 80.95% 100.00% NURS30543 Fall 2006 eCourse 87.50% 87.50% 87.50% MALA70973 Fall 2006 eCourse 70.00% 88.89% 80.00% MALA61293 Fall 2006 eCourse 62.50% 100.00% 62.50% MALA61203 Fall 2006 eCourse 93.33% 100.00% 93.33% MALA61173 Fall 2006 eCourse Course Start to Course End Completion Rate Census to Course End Completion Rate Course Start to Census Completion Rate Dev101 Fall 2006 eCourse Course Completion Rates: Course Completion Rate Analysis - eCourse Terms
    • 15. Faculty Development <ul><li>OSAT Score should be 2.0 or greater </li></ul><ul><li>PIM retention target is 87% </li></ul><ul><li>Deans and/or Department Chairs review reports with Koehler staff </li></ul><ul><li>Faculty Development plans are created with Dean and/or Department Chair and faculty for scores that are lower than set standard </li></ul><ul><li>Faculty sign up for workshops based on FD plan or request one-to-one training </li></ul>
    • 16. Contacts Romana Hughes [email_address] www.cte.tcu.edu 817-257-6631

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