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Formative evaluation of student learning and course design made simple: Fevatools

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Course Design Institute and pICT SDSU

Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.

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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?
Summative
Formative
What (and why) are you measuring? Outcomes: tell you what you got, not how or why Inputs Processes Seeking continuous improvement
Also formative
What (and why) are you measuring?
Outcomes
Inputs, Processes
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
Community of Inquiry Survey
What would you like to further explore?
Image sources http://www.flickr.com/photos/brockzilla/271302584/ http://www.flickr.com/photos/littledebbie11/3195586863/ http://www.flickr.com/photos/aaronjacobs/2346932630/ http://www.flickr.com/photos/shareski/3044437847/

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Formative evaluation of student learning and course design made simple: Fevatools

  • 1. Fevatools: A Toolkit to jump-start formative assessment of student learning and course design Jim Julius SDSU Course Design Institute May 26, 2010
  • 2. 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?
  • 5. What (and why) are you measuring? Outcomes: tell you what you got, not how or why Inputs Processes Seeking continuous improvement
  • 7. What (and why) are you measuring?
  • 10. 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
  • 11. Narrowing Your Inquiry + Selecting Useful Tools http://fevatools.wikispaces.com
  • 12. 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
  • 13. SALG How much did the following aspects of the class help your learning? Rated from 1 (no help) to 5 (great help)
  • 14. Summer 2008 Fully Online: SALG Data
  • 15. SALG Data over time & format
  • 16. 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
  • 18. What would you like to further explore?
  • 19. Image sources http://www.flickr.com/photos/brockzilla/271302584/ http://www.flickr.com/photos/littledebbie11/3195586863/ http://www.flickr.com/photos/aaronjacobs/2346932630/ http://www.flickr.com/photos/shareski/3044437847/

Editor's Notes

  1. Evaluating the cooking environment / experience: organization, tools, ingredients, recipe. How do you know if it’s “good enough”? How do you know what’s possible?
  2. Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents, and administrators. Assessment of learning generally occurs at the conclusion of a class, course, semester, or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class. (from Wikipedia assessment article)In reality, formative evaluation of course design potentially could subsume just about all of both of the other circles. Everything is data. But our attention to this may be limited. We need to know what we want to know.
  3. Achievement: what students know and are able to do at end of course: distinguish "enduring understandings”, "important to know and do" and "worth being familiar with”Satisfaction Retention Success Achievement External proficiencies Real-world performance
  4. Learner characteristics (demographics, prior experience, learning styles/preferences)Design (consider carefully the elements of the design you really want to examine; be sure they are documented)Learning resources (support, intervention, materials of all sorts - and how/when they are used)ContextFaculty Development