Evaluating student learning at mid-seme ster January 2018 Office - PowerPoint PPT Presentation

Evaluating student learning at mid-seme ster January 2018 Office of Assessment, Duke University Office of Assessment, Duke University - 2018

assessment.trinity.duke.edu/assessment-roundtable Office of Assessment, Duke University - 2018

Why do we care How? What tools How do we make about evaluating and techniques good use of this student learning at are possible? information? mid-semester? Office of Assessment, Duke University - 2018

What are your objectives for mid-semester evaluation? Office of Assessment, Duke University - 2018

Size-up the Monitor learning course from middle to curriculum end of course Identify gaps Make course in learning corrections Students may be Students can more invested in mid- check their own term assessment learning

Mid-Semester Evaluations should aim to answer the following: What aspects of class are going ¡ well and what needs improvement? Mid- Semester What changes in the course ¡ would benefit student learning? Evaluations What are the mid-semester ¡ benchmarks to help you interpret end of term data? Office of Assessment, Duke University - 2018

Mid-Semester Evaluations When developing mid- Course Content ¡ semester course Course Instruction ¡ evaluations an instructor Classroom Dynamics ¡ may wish to focus on the Course Assignments ¡ following course elements: and Feedback Course Policies ¡ Instructional ¡ Technologies Office of Assessment, Duke University - 2018

Don’t do it all! Office of Assessment, Duke University - 2018

What approaches can you use? https://ctl.yale.edu/MidtermCourseEval A. Students assessing the instructor’s teaching B. Students assessing their own learning C. Student/instructor co -designed assessments Credit: Yale University Center for Teaching & Learning

What tools and techniques are possible? − Students assessing the instructor’s teaching − ¡ small group discussions during class, moderated by the instructor (Alessandra?) ¡ small group feedback session led by colleague, without the instructor (Alessandra?) ¡ Classroom Observation ¡ anonymous online surveys or course evaluations through Qualtrics or another website, viewable only by the instructor (Evan?) Credit: Yale University Center for Teaching & Learning

What methods are possible? ¡ Interviews ¡ Focus Groups ¡ Classroom Observation ¡ Surveys (Course Evaluations) ¡ Student Reflections ¡ Student Assignments Office of Assessment, Duke University - 2018

What methods are possible? ¡ Interviews ¡ Focus Groups ¡ Classroom Observation ¡ Surveys (Course Evaluations) ¡ Student Reflections ¡ Student Assignments Office of Assessment, Duke University - 2018

What methods and techniques are possible? − Students assessing their own learning − peer or self-solicited feedback based on clear ¡ criteria provided by the instructor Ungraded, online-mediated quizzes ¡ self-reflective knowledge surveys or journaling ¡ assignments Duke University, Trinity College Office of Credit: Yale University Center for Teaching & Learning Assessment - 2018

What tools and techniques are possible? − Student/instructor co-designed assessments − peer or students and instructors work together to o create the questions, pick the format, and analyze evaluation results a creative and more radical way to empower o student voices and actively engage students as respondents, researchers, and learners Credit: Yale University Center for Teaching & Learning Duke University, Trinity College Office of Assessment - 2018

Do students stop by office hours or advising? Interviews Have a set of prepared questions: • What topic do you wish we had spent more time on? • How could I make the classroom more welcoming? • How can I help you prepare for the final paper? Office of Assessment, Duke University - 2018

• 5-10 participants, preferably 6-8 Focus • Circle Seating (outside of the classroom) Group • Pre-determined question prompts • 2 moderators (1 to ask questions and 1 Best to observe and take notes) • Provide snacks/refreshments! Practices Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. Social analysis, selected tools and techniques , 4 (23), 4-24. Office of Assessment, Duke University - 2018

Focus Group Questions After an introduction, start with an easy round robin • question: “please go around and tell everyone your name, your major, and why you took this course.” Use open-ended questions: “what do you think of • the reading assignments”? Use reflection prompts: “think back to the first day • of class, what do you wish I had told you?” To end, ask a summative question: “Of all the things • we discussed, what is the most important?” Then, ask “Does anyone have anything that they want to add?” Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. Social analysis, selected tools and techniques, 4 (23), 4-24. Office of Assessment, Duke University - 2018

Classroom Observations • Self-lead: Take a hard look -- what would you like to be happening in the classroom versus what is happening in the classroom. • Peer-lead: invite a peer or colleague into your class to observe. Offer to reciprocate! • Use an observation protocol Duke University, Trinity College Office of Assessment - 2018

https://learninginnovation.duke.edu/faculty-opportunities/connect-with-other-faculty/ Office of Assessment, Duke University - 2018

Question Bank developed by the Office of Mid- Assessment, Trinity College to support your use of Mid-Semester Evaluations Semester Guidebook available on OATC Evaluations ¡ Website: http://assessment.trinity.duke.edu/ midterm-assessment-strategies Office of Assessment, Duke University - 2018

Mid-Semester Evaluations Office of Assessment, Duke University - 2018

Mid-Semester Evaluations Office of Assessment, Duke University - 2018

Mid-Semester Evaluations Office of Assessment, Duke University - 2018

• Be timely & Follow up on thankful the feedback you’ve • Provide a summary of received feedback to students • Discuss your action plan based on feedback (and why) Office of Assessment, Duke University - 2018

Discussion Office of Assessment, Duke University - 2018

References & Resources Duke Learning Innovation (2018). Innovation in Teaching and Learning. • Duke Learning Innovation . Retrieved from: https://learninginnovation.duke.edu/ Duke Trinity College of Arts & Sciences (2017). Midterm Assessment • Strategies. Duke Trinity College of Arts & Sciences Office of Assessment. Retrieved from: https://assessment.trinity.duke.edu/midterm-assessment-strategies Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus • group interviews. Social analysis, selected tools and techniques, 4 (23), 4-24. Yale University (2016). Midterm Student Course Evaluations. Center for • Teaching and Learning. Retrieved from: https://ctl.yale.edu/MidtermCourseEval Office of Assessment, Duke University - 2018