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Formative evaluation of student learning and course design made simple: Fevatools Jim Julius, ITS Presentation Transcript
Fevatools: A Toolkit to jump-start formative assessment of student learning and course design Jim Julius SDSU Course Design Institute May 26, 2010
Guiding Questions What does it mean to bring an inquiry mindset to course design? How should one decide what kind of feedback to seek? What tools are available to collect feedback? What do I do with the data?
What (and why) are you measuring? Outcomes: tell you what you got, not how or why Inputs Processes Seeking continuous improvement
What (and why) are you measuring?
Refining type and quality of learning materials & activities Optimized Hybrid or Fully Online Classes ConventionalFace-to-FaceClasses Cycle 1 Cycle 2 Cycle 3 Cycle 4
Narrowing Your Inquiry + Selecting Useful Tools http://fevatools.wikispaces.com
Data from M. Laumakis pICT fellow in 2005 Began teaching parallel 500-student sections of PSYCH 101 in 2006, one traditional and one hybrid First fully online PSYCH 101, Summer 2008 Grade data, attendance data, IDEA survey, clicker survey, observational protocols all part of data gathering
SALG How much did the following aspects of the class help your learning? Rated from 1 (no help) to 5 (great help)
Summer 2008 Fully Online: SALG Data
SALG Data over time & format
Community of Inquiry Survey Statements rated from 1 (strongly disagree) to 5 (strongly agree) Based on the Community of Inquiry framework’s three elements: Social Presence Cognitive Presence Teaching Presence