April 1997 Newsletter, Vol. 1, No. 5
Office of the Provost and Vice President for Academic Affairs
Bowling Green State University
As a visiting professor, I have a little more flexibility in the type of evaluation forms that I use, but last semester I administered a new form along with a more traditional evaluation form and the students did not complain at all about the extra "paperwork." In fact, the responses that I received from my Introductory Psychology class on this evaluation form were much more helpful than the responses I received on a more traditional form. The responses were not any more positive than the others, but they were more focused and direct.
Asking the students to comment on what they learned (vs. the "entertainment value" of the instructor), brings the evaluation process back to its initial intent: to assess if we are achieving our goal of creating an effective learning environment. Another nice outcome of using this form was that there were no "cheap shots" taken by any of the students. All the comments were focused on what happened in the classroom and even negative comments were constructive.
The opportunity to try something new came during the Fall semester. I was asked by Milt Hakel and Mark Gromko to review a draft of an alternative course evaluation form. The new form was simple in its approach yet quite different from the standard evaluation form. The focus of this new form moved away from the direct evaluation of the instructor and asked the student to evaluate the course as a learning experience.
After revising several drafts, the following set of questions emerged:
(1) My intellectual curiosity was stimulated by this course.The first 8 questions were rated on a 5-point scale from "Not At All" to "A Great Deal" and questions 9 and 10 were open-ended questions. Ultimately, this alternative approach to course evaluation truly accomplished the goals intended for our semester-end ritual. Student responses appeared to be more open and as a result, the quality of the feedback was better. I received several great suggestions that I was able to implement this semester. If you're interested in some fresh feedback, I recommend that you give this approach a try.
(2) I learned how to think more clearly about this subject area.
(3) This course helped me express myself more effectively.
(4) I learned to gather information relevant to a problem.
(5) I learned how to solve problems.
(6) I connected what I learned in this course with my experience in other courses or outside of school.
(7) I participated by listening, talking, and being prepared for class.
(8) Overall, my learning in the course was aided by the instructor's activities, materials, assignments, and presentations.
(9) Pick a statement(s) that you rated low. Please explain why.
(10) Pick a statement(s) that you rated high. Please explain why.
Assessment at BGSU
Program Assessment: Strategies and Practices for
Achieving Teaching and Learning Outcomes
For more information, contact Nancy Merritt at x-2041 or Milt Hakel at x-8144
There will be two upcoming workshops in April:
(1) Assessment for Development, andDr. David Lepard, Director of the Leadership Academy at George Mason University, will visit BGSU on Monday and Tuesday, April 28 and 29. He will present two workshops intended for anyone who wants to find benefits from assessment.
(2) Using Video and Computer Technology in Assessment
Assessment for Development will be offered on Monday afternoon, 1:30 - 4:30. It will cover self, peer, and expert assessment of performance-based simulations, with information about creating and using simulations, documenting performance, and presenting feedback.
Using Video and Computer Technology in Assessment will be offered on Tuesday morning, 9:30 - 12:30, covering strategies for increasing the objectivity of assessments as well as assessing skills such as judgment, leadership, and interpersonal sensitivity. Demonstrations and hands-on activities will be a part of each workshop.
There is no fee for either workshop, but enrollment is limited-reserve your place for either or both sessions by contacting Milt Hakel (mhakel@bgnet.bgsu.edu, phone 2-8144, or fax 2-6013).
Would your assessment program benefit from using video taping, alumni as assessors, or a Web assessment? What are the core learning objectives at BGSU? How can assessment data be used in program review and development?
These and other questions are the focus of a showcase of BGSU assessment projects and a national video conference on program assessment. The event takes place Thursday, April 24 from 1:00 to 4:00 p.m. in Olscamp Hall, Room 113 and is sponsored by the Student Achievement Assessment Committee and the College of Business Administration. All members of the University learning community are invited to participate by attending all or part of the Showcase.
President Ribeau and Provost Middleton kick off the first hour of the program, which showcases innovative assess-ment projects in the Theatre and Computer Science departments and presents linkages between general education and major program outcomes. Theatre used video taping and alumni assessment of students' abilities to develop and present interview materials and to audition in acting, design, directing, or playwriting. F. Scott Regan and Ron Shields direct the project, which was highlighted in the February issue of The Student Learner in Focus.
Under the leadership of Guy Zimmerman, the Computer Science Department is establishing a World Wide Web site for student assessment instruments and a database for course-specific assessments. A template for University use is being developed, which should be of particular interest to departments thinking about electronic assessment.
Mark Gromko, Arts and Sciences, will present "At the Core: Linking General Education and Major Program Outcomes." He proposes a categorization of learning objectives with examples from all areas of Arts and Sciences and from other colleges across the University. Mark will discuss linkages with general education and the following types of objectives: (1) Literacies; (2) Critical Thinking; (3) Making Connections; (4) Interpersonal and Intrapersonal Skills; and (5) Content.
The interactive video conference, "Program Assessment: Strategies and Practices for Achieving Teaching and Learning Outcomes," begins at 2:00 p.m. The conference is presented by Richard E. Boyatzis, Professor of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University. The conference is broadcast and sponsored by the American Assembly of Collegiate Schools of Business (AACSB).
Boyatzis has authored several learning and assessment articles and spoken at national and international conferences on assessment and student development. This interactive conference emphasizes audience discussion, call-in questions, and exercises in outcome assessment programs. The use of assessment data is shown for program review, program development, and research. While the AACSB and Boyatzis are particularly focused on professional education, all members of BGSU¹s learning community would benefit from the assessment examples and applications.
You are welcome to attend either or both parts of the Assessment Showcase. For further information, please feel free to contact Nancy Merritt (nmerrit@cba.bgsu.edu) or Milt Hakel (mhakel@bgnet.bgsu.edu).
Articles published in The Student Learner in Focus are occasionally reproduced from The Teaching Professor by permission from Magna Publications. A copy of The Teaching Professor is available in each academic unit for use by all faculty, graduate students, staff, and administrators. The Teaching Professor is published monthly, except July and August by Magna Publications, Inc., 2718 Dryden Dr., Madison, WI 53704-3086.
The Student Learner in Focus is a newsletter published by the Office of the Provost and Vice President for Academic Affairs. The newsletter serves to inform the academic community at Bowling Green State University of new and innovative learning strategies at the programmatic and classroom levels. The Student Learner in Focus also summarizes ongoing assessment programs on campus. Comments, suggestions, and questions are welcome and may be directed to Dr. Steven Russell, Associate Dean for Academic Affairs, College of Education and Allied Professions at 372-7401
Editor : Steven C. Russell
Associate Editor : Jeffrey A. Johnson
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