Elizabeth Walker PSYC 8762-2 Week 11 DQ 1

EVALUATION: 

The Final Piece of the Puzzle… EVALUATION Week 11

Slide 2: 

“... institutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued .” (Banta, Lund, Black & Oblander , 1996)

Slide 3: 

("Teacher evaluations", 2011)

The Ins and Outs of Evaluation: 

The Ins and Outs of Evaluation Let’s look at the 411 of Evaluation: Who? What? Why? When? How?

Who does the evaluating?: 

Who does the evaluating? Several potential sources of information: Peers Faculty development specialists Students Self Each source has its own set of strengths and weaknesses!

What does the evaluation form look like?: 

What does the evaluation form look like? The best evaluation is one that is a low-inference, behavior-specific instrument Don’t ask opinion or emotion questions; be specific!

Why do we need to evaluate?: 

Why do we need to evaluate? Assessment techniques are used to see how effective a learning strategy is and how well students have learned the material. Evaluation can inform overall assessment and provide diagnostic and descriptive details.

When do we evaluate?: 

When do we evaluate? Summative: end-of-course surveys Formative: on-going assessments of student learning

How do we evaluate?: 

How do we evaluate? Specific, Focused Feedback- narrow the time frame being examined/ evaluate only a specific assignment or teaching tool Data-based Assessment- on-going assessment of student performance on different tasks End-of-Course Feedback- present two types of items; those having to do with educational goals and those dealing with specific behaviors

What does an effective evaluation look like?: 

What does an effective evaluation look like? The evaluation tool should be specific to the course; instructors shouldn’t feel the need to use a standard form. The evaluation should contain 2 types of items; those having to do with education goals and those dealing with specific behaviors. The evaluation should contain a combination of question formats such as Likert items and open-ended questions.

Slide 11: 

Open-ended questions can provide valuable information for professors by eliciting honest feedback from students…but beware! Not every response you get will be helpful in evaluating you and/or your course! Case in point…here, a professor reviews some of his feedback with his students… ("NTU student survey," 2006)

So You’ve Evaluated…Now What??: 

So You’ve E valuated…Now What?? It’s time to assess the data! Assessment can take several forms: Consultation Classroom Assessment Self-Assessment

Consultation…: 

Consultation… “You are more likely to improve if you discuss the feedback with someone” ( McKeachie , 2011) Having someone else in on the evaluation assessments brings in a measure of accountability. Be selective in your involvement of peers and administrators, as much as possible!

Consider the following consultations…: 

Consider the following consultations… ("Teacher evaluation procedures," 2011); ("Teacher evaluation.mp4," 2010) Which one would you prefer? Which one of these have you experienced?

Classroom Assessment…: 

Classroom Assessment… Formative evaluations can enable an instructor to see how effective teaching and learning strategies are. Evaluation results can be compared to classroom tests or other measures. Instructors can use evaluation results to compare teaching strategies.

Self-Assessment…: 

Self-Assessment… Perhaps the most important! Keep a journal of perceptions of teaching strategies and their effectiveness as revealed in student evaluations. Create a portfolio of teaching strategies, student work, and evaluations.

Self-Assessment Tips: 

Self-Assessment Tips “Just pretend you’re teaching you. How would you do that? What would you want to know? What did you dislike when you were taught? What stories would you tell to make it understandable? What would keep you interested and engaged ?” (Blank, 2010)

How Can You Develop Effective Skills and Strategies?: 

How Can You Develop Effective Skills and Strategies? Study the new approach Develop deeper and more accurate self-knowledge Alter attitudes towards assessment Practice, practice, practice!!

Principles of Successful Instructional Improvement: 

Principles of Successful Instructional Improvement Get beyond techniques, think whole approach Approach change systematically Approach change incrementally Plan to tinker Set realistic expectations for success

Resistance to Instructional Change: 

Resistance to Instructional Change When you begin to implement changes to your instruction, expect to encounter resistance from students, peers, and administration

Why do they resist?: 

Why do they resist? Students resist in response to differences in the timing of results, increases in the required amount of work, responsibility and confusion P eers and administration resist because they find the changes threatening to their ways of teaching and working with students

How do you deal with resistance from students?: 

How do you deal with resistance from students? Be frequent and explicit in communicating rationale for decisions Provide encouragement and positive reinforcement Involve students in assessment activities Communicate!

How do you deal with resistance in peers and administrators?: 

How do you deal with resistance in peers and administrators? Be mindful of politics Use the autonomy of your classroom Do not try to convert the masses Document the impact of your approaches Find like-minded colleagues

How Do You Deal With Challenges?: 

How Do You Deal With Challenges? Understand the development process in context Respond to students working at different levels in the same class Design a set of learning experiences that include ongoing diagnostic assessment Design a learner-centered curriculum

Slide 25: 

In closing… ("Do you teach," 2006)

Slide 26: 

References Banta , T., Lund, J., Black, K., & Oblander , F. (1996). Assessment in practice: Putting Principles to work on college campuses. San Francisco, CA: Jossey - Bass. Blank, S. (2010). Teach Like You’re the Student. Retrieved at http ://steveblank.com/2010/08/10/teach-like-youre-the-student / Do you teach or do you educate? . (2006). [Web]. Retrieved from http ://www.youtube.com/watch?v=W0fJKvdjQgs NTU student survey- funny comments . (2006). [Web]. Retrieved from http ://www.youtube.com/watch?v=QOqXlbWf9Io Svinicki , M. & McKeachie , W. (2011). McKeachie’s teaching tips: Strategies, research , and theory for college and university teachers (13 th ed.). Boston: Houghton Mifflin. Teacher evaluations . (2011). [Web]. Retrieved from http ://www.youtube.com/watch?v=pfLu_naaz_8 Teacher evaluation.mp4 . (2010). [Web]. Retrieved from http ://www.youtube.com/watch?v=sDlaf7-JJ14 Teacher evaluation procedures project . (2011). [Web]. Retrieved from http ://www.youtube.com/watch?v=HFLpgWDrQ-E&feature=related Weimer, M. (2002). Learner- centered teaching: Five key changes to practice. San Francisco: Jossey Bass.