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Andre evaluation prest_march2012

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

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Andre evaluation prest_march2012

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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