I won an Excellence Award for this course evaluation, part of my M.Ed. coursework at WGU in September, 2018.

1. BIOL 105 EVALUATION
Athena Anderson
M.Ed. Instructional Design

2. BIOL 105 course at Ivy Tech Community College in Indiana
• Learners are 24 biology majors
• Course is part of mandatory transfer program
• Objectives set by State of Indiana
Formative evaluation goal: identify strengths & weaknesses in course activities to
make improvements before semester mid-point
Instructional Product Evaluated

3. 1. Quizzes
oAdministered on course LMS
oAutomatically graded
o1 week to complete
o2 attempts allowed, highest grade recorded
o2 lecture quizzes (due 09-03-18 and 09-10-18)
o2 lab quizzes (due 09-05-18 and 09-12-18)
oStudent level of achievement on quizzes indicated level of achievement of course
objectives
Data Collection Instruments

4. 2. Student questionnaire
oOffered as extra credit survey (5 points)
oAdministered through course LMS
oStudents given 4 days to respond
oQuestions:
1. Do you feel that you are achieving the course goals?
2. How are the lectures helping you reach the course goals?
3. How are the lab activities helping you reach the course goals?
4. How are the lecture and lab quizzes helping you reach the course goals?
5. What are you least satisfied with about the course so far?
6. Related to question #5, what would you suggest for improvement?
7. What are you most satisfied with about the course so far?
8. Related to question $7, why are you most satisfied with this?
Data Collection Instruments

5. 3. Colleague questionnaire
oSent via email
oColleague given 1 week to respond
oQuestions:
1. Does it appear that students are achieving the course goals?
2. How are the lectures helping students achieve the course goals?
3. How are the lab activities helping students achieve the course goals?
4. How are the lecture and lab quizzes helping students reach the course
goals?
5. What do you think needs the most improvement in the course so far?
6. Related to question #5, what would you suggest for improvement?
7. What do you think is working best in the course so far?
8. Related to question #7, why do you think this is working best?
Data Collection Instruments

6. Lecture Quiz 1 Lab Quiz 1 Lecture Quiz 2 Lab Quiz 2
Average score 9.1 8.8 9.6 9.2
BIOL 105 quiz averages for 21 students, out of 10 points possible.
Table 1

7. Table 2
BIOL 105 student questionnaire responses (n=11) categorized depending on nature of response
Student Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
1 Y N/A active,
questions
higher-level
thinking
rushed focus knowledge understand-
ing
2 Y questions active higher-level
thinking
no lecture
notes
lecture
notes
examples understand-
ing
3 Y questions active review N/A N/A atmosphere enjoyment
4 Y note-taking active,
application
N/A not enough
questions
more
questions
improving
note-taking
helpful
5 Y note-taking active application separate lab
exams
combine
exams
2 quiz
attempts
understand-
ing
6 Y discussion application higher-level
thinking
too slow extra info lecture style helpful
7 Y note-taking application review rushed slow down explanation,
atmosphere
easy to ask
questions
8 Y N/A active N/A rushed slow down group work helpful
9 Y depth application review rushed slow down atmosphere enjoyable
10 Y depth application review N/A later class
time
pace just right
11 Y lab-related active review quizzes worksheets atmosphere understand-
ing

8. Table 2 (continued)
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to
question.
Coding Used
Q1: Do you feel that you are achieving the course learning objectives?
• “Y” indicates affirmative response
Q2: How are the lectures helping you achieve the course learning objectives?
• “Questions” used for responses indicating satisfaction with the ability to
ask questions during lecture, or with instructor ability to answer questions
• “Note-taking” used for responses indicating that lecture improved note-
taking skills
• “Discussion” used when student mentioned that content discussion during
lecture was helpful
• “Depth” used when student mentioned the level of detail of topics
covered in lecture
• “Lab-related” used when student mentioned connection between lecture
and lab
Student Q1 Q2
1 Y N/A
2 Y questions
3 Y questions
4 Y note-taking
5 Y note-taking
6 Y discussion
7 Y note-taking
8 Y N/A
9 Y depth
10 Y depth
11 Y lab-related

9. Table 2 (continued)
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q3: How are the lab activities helping you achieve the course learning objectives?
• “Active” used for responses indicating activity, hands-on nature, and
demonstration of concepts learned in lecture
• “Questions” used for responses related to the instructor answering questions
during lab
• “Application” used when student mentioned applying information learned in
lecture
Student Q3
1 active,
questions
2 active
3 active
4 active,
application
5 active
6 application
7 application
8 active
9 application
10 application
11 active

10. Table 2 (continued)
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q4: How are the lecture and lab quizzes helping you achieve the course learning
objectives?
• “Higher-level thinking” used for responses related to critical thinking, thinking
in greater depth than memorization
• “Review” used when response mentioned reinforcement of information,
knowledge check, or practice
• “Application” used when response related to applying class information to a
new situation
Student Q4
1 higher-level
thinking
2 higher-level
thinking
3 review
4 N/A
5 application
6 higher-level
thinking
7 review
8 N/A
9 review
10 review
11 review

11. Table 2 (continued)
Student Q5
1 rushed
2 no lecture
notes
3 N/A
4 not enough
questions
5 separate
exams
6 too slow
7 rushed
8 rushed
9 rushed
10 N/A
11 quizzes
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q5: What are you least satisfied with about the course so far?
• “Rushed” used when response mentioned going too fast, not enough time to
take notes, or wishing instructor would slow down
• “No lecture notes” used when response stated that instructor does not provide
lecture notes or study guides
• “Not enough questions” used when response indicated that there were not
enough practice questions offered during lecture
• “Separate exams” used for response that student wanted lecture and lab
content tested on combined exams
• “Too slow” used for student comment that pacing was too slow
• “Quizzes” used for response that quizzes were dissatisfactory

12. Table 2 (continued)
Student Q6
1 focus
2 lecture
notes
3 N/A
4 more
questions
5 combine
exams
6 extra info
7 slow down
8 slow down
9 slow down
10 later class
time
11 worksheets
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q6: Related to Question #5, what would you suggest for improvement?
• “Focus” used for student recommendation that lecture time be more focused
• “Lecture notes” used for suggestion that instructor provide lecture notes
• “More questions” used for student statement that more questions should be
asked during lecture
• “Combine exams” used for student recommendation of combining lecture and
lab exams
• “Extra info” used for student comment that supplemental information should
be provided for students who are interested in learning more
• “Slow down” used for student comments that lecture pace should be slowed
• “Later class time” used for student wish that class would meet later in the day
• “Worksheets” used for student desire to have worksheets instead of quizzes

13. Table 2 (continued)
Student Q7
1 knowledge
2 examples
3 atmosphere
4 improving
note-taking
5 2 quiz
attempts
6 lecture style
7 knowledge,
atmosphere
8 group work
9 atmosphere
10 pace
11 atmosphere
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q7: What are you most satisfied with about the course so far?
• “Knowledge” used when student described instructor’s level of knowledge or
explanation ability
• “Examples” used when student mentioned instructor’s use of examples to
illustrate concepts and explain content
• “Atmosphere” used when student mentioned that class was fun, enjoyable, or
they felt comfortable asking questions
• “Improved note-taking” used for student description of the class improving
ability to take notes
• “2 quiz attempts” used for student appreciation for having multiple attempts at
lecture and lab quizzes
• “Group work” used when students mentioned that they liked the collaborative
activities in lecture or lab
• “Pace” used when student described satisfaction with the speed with which
content was covered in lecture

14. Table 2 (continued)
Student Q8
1 understand-
ing
2 understand-
ing
3 enjoyment
4 helpful
5 understand-
ing
6 helpful
7 helpful
8 helpful
9 enjoyment
10 just right
11 understand-
ing
BIOL 105 student questionnaire responses (n=11) categorized depending on
nature of response. “N/A” used when response was not relevant to question
Coding Used
Q8: Related to question #7, why are you most satisfied with this?
• “Understanding” used when student explained that something contributed to
their understanding of material in lecture or lab
• “Enjoyment” used for student responses indicating that they enjoyed this
aspect of the class
• “Helpful” used for responses mentioning that some aspect of this class was
helping them in other classes, or that the instructor was helpful in answering
student questions or handling their concerns
• “Just right” used for description that class pace was satisfactory

15. BIOL 105 colleague questionnaire responses
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
Y Introduces
material,
active
learning,
variety of
delivery
methods
Hands-on
demonstration
of concepts
from lecture
Low-stakes
assessment
provides
review &
exam
practice
Number of
lecture
activities
Do more
activities
during
lecture
Activities
currently
used
Activities
increase
learning
Questions:
1. Does it appear that students are achieving the course goals?
2. How are the lectures helping students achieve the course goals?
3. How are the lab activities helping students achieve the course goals?
4. How are the lecture and lab quizzes helping students reach the course goals?
5. What do you think needs the most improvement in the course so far?
6. Related to question #5, what would you suggest for improvement?
7. What do you think is working best in the course so far?
8. Related to question #7, why do you think this is working best?
Table 3

16. • Raw quiz scores range from 4- 10 out of 10 possible points
• Quiz averages range from 8.8 to 9.6 out of 10 possible points
• Averages in “A” and “B” grade ranges
Conclusion: students achieving course objectives based on quiz grades
Interpretation- Table 1

17. Interpretation- Table 2
• Students believe they are achieving course objectives
• Most commonly reported reasons lecture, lab, and quizzes helpful in achieving
course objectives:
oLecture: ability to ask questions and improve note-taking skills
oLab: hands-on activities and application of lecture concepts
oQuizzes: provide review of lecture & lab content

18. Interpretation- Table 2 (continued)
• Most common source of dissatisfaction with course is that lecture is too fast;
recommendations for improvement included:
oProvide lecture notes
oTalk slower
oWait for students to finish taking notes before proceeding
• Most common source of satisfaction with course is atmosphere; reasons given
included:
oFeeling safe to ask questions
oFeeling relaxed
oEnjoying class
Conclusions: course is overall a success in helping students achieve objectives,
but some modifications could be made now to improve student satisfaction
before semester mid-point

19. • Students appear to be meeting course objectives
• Active learning and delivery method variety are beneficial
• Quizzes provide beneficial low-stakes assessments
• Increasing activities during lecture would be beneficial
Conclusion: course is so far successful in helping students achieve objectives,
partially because of active-learning setting. Increase activities during lecture to
improve learning further.
Interpretation- Table 3

20. 1. Active strategies
• Students reported that activities like group work, discussion, and questions in lab
and lecture are helping them achieve objectives
• Colleague cited activities as strength of course because they help students learn
2. Atmosphere
• Students cited they felt safe asking questions
• Students reported satisfaction with instructor ability and willingness to answer
questions
• Students reported that the class was enjoyable
3. Quizzes
• Students reported these help them understand, explore, and review material
• Colleague praised use of these for low-stakes grades and review
Product Strengths

21. Product Weaknesses
1. Pace
• Students reported dissatisfaction with fast pace of course
• Students claimed they had trouble keeping up during lecture
2. Miscellaneous
• One student complained that she had trouble with quizzes
• One student thought course was going too slow
• Another student wanted lecture and lab exams combined

22. Recommendations
• Provide note-taking tips and strategies to address concern about speed
• Decrease text on each lecture PowerPoint slide to reduce overwhelm
• Discuss some concerns with students individually (quizzes, exams, etc.)
• Integrate more activities during lecture periods
• Maintain fun atmosphere
• Continue encouraging student questions, but suggest meeting after class for
distantly-related topics

23. • Give students at least a week to fill out questionnaire to maximize number of
responses. They only had 4 days for this evaluation and this might have made it
difficult for some to respond.
• Talk about evaluation briefly during lecture so students understand how their
input can improve the class. This was not done for this evaluation in the interest
of time, and students might not think something is important if it isn’t discussed
in class.
• Meet with colleague face-to-face to gather as much data as possible. Email was
used in the interest of time and scheduling, but a personal meeting could
generate more discussion and detail
Evaluation Revisions