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Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Part I of this report describes recent research on ways to rethink and restructure teaching and learning, coupled with new approaches to evaluation and professional development for faculty. Those findings have the potential to reshape undergraduate education in science, technology, engineering, discussion of dissertation theme on the academic council, and mathematics STEM for a much larger number of undergraduates, discussion of dissertation theme on the academic council.
However, developing strategies for implementing discussion of dissertation theme on the academic council sustaining such changes requires the commitment of all members of a college or university community. In a teaching and learning community, the most effective evaluation is that which encourages and rewards effective teaching practices on the basis of student learning outcomes Doherty et al.
Assessment of student learning at its best enables students to identify their own strengths and weaknesses and to determine the kinds of information they need to correct their learning deficiencies and misconceptions.
When such evaluation is properly employed, students learn that they can engage in self-assessment and continuous improvement of performance throughout their lives. Accordingly, this chapter offers practical guidance to postsecondary faculty and administrators on ways to institute a system of both evaluation and professional development that can contribute to significant gains in teaching effectiveness for faculty who teach undergraduates.
The chapter describes how input from students undergraduates and graduate teaching assistantscolleagues, and faculty self-evaluation can be used for evaluating individual instructors. It also describes the advantages and disadvantages of these various approaches.
As stated in Chapter 1ongoing formative assessment of student learn. ing can have powerful benefits both in improving learning and in helping faculty improve their teaching on the basis of the feedback they receive from a variety of sources. The information gathered during such assessments also can serve as a basis for more formal, summative evaluations that have an impact on important personnel decisions.
The technique of outcomes assessment as a means of measuring student learning and the use of that information to improve teaching are considered first.
Additional strategies and methods for formative evaluation follow. The chapter concludes with a series of suggestions for improving summative evaluation of faculty. The committee emphasizes that the approaches described in this chapter are but a sampling of the techniques that appear in the research literature on improving the evaluation of teaching and student learning.
They are. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning.
As such, assessment provides important feedback to both instructors and students. Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students.
Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course, discussion of dissertation theme on the academic council.
Outcome assessment enables faculty to determine what students know and can do as a result of instruction in a course module, an entire course, or a sequence of courses.
This information can be used to indicate to students how successfully they have mastered the course content they are expected to assimilate.
It can also be used to provide faculty and academic departments with guidance for improving instruction, course content, and curricular structure. Moreover, faculty and institutions can use secondary analysis of individual outcome assessments to demonstrate to prospective students, parents, college administrators, employers, accreditation bodies, and legislators that a program of study produces competent graduates Banta, Developing expected student learning outcomes for an individual course of study, including laboratory skills.
Incorporating the specified learning outcomes in statements of objectives for the appropriate courses and experiences. Selecting or developing appropriate assessment strategies to test student learning of the specified knowledge and skills. Using the results from assessment to provide formative feedback to individual students and to improve curriculum and instruction. Adjusting expected learning outcomes if appropriate and assessing learning again.
Such a process can lead to continual improvement of curriculum and instruction. Faculty in STEM are challenged in their teaching by a set of circumstances that most faculty in other disciplines do not encounter, such as designing laboratory and field components of courses, discussion of dissertation theme on the academic council, incorporating modern technology into courses, or supervising students involved with original research see Chapter 2 for additional detail.
However, faculty in these disciplines also have discussion of dissertation theme on the academic council array of assessment methodologies from which to choose that address particular learning outcomes e. Student responses in each of the following formats can first be studied for the information they provide about individual student learning and performance, and then compared across students and classes for clues about the strengths and weaknesses of curriculum and instruction:.
Increasingly, primary trait analysis Lloyd-Jones, is being used as a scoring mechanism in outcome assessment Walvoord and Anderson, Primary trait analysis is a technique whereby faculty members consider an assignment or test and decide what traits or characteristics of student performance are most important in the exercise.
For example, Emert and Parish developed multiple-choice and short-answer tests for undergraduate students enrolled in courses in algebra, discussion of dissertation theme on the academic council, discrete mathematics, and statistics. Students were asked to submit supporting discussion of dissertation theme on the academic council to provide additional insight into their thought processes and the extent to which they had developed an understanding of mathematical concepts.
Emert and Parish developed the following scoring rubric to assess performance on each item their students provided:. Conceptual understanding apparent; consistent notation, with only an occasional error; logical formulation; complete.
Conceptual understanding not adequate; procedural errors; logical or relational steps missing; poor or no response to the question discussion of dissertation theme on the academic council. By studying the aggregate scores for each item, Emert and Parish and their colleagues discovered that students missed most items because they lacked the conceptual understanding to address the problem appropriately as opposed to making careless errors.
By inspecting the items missed by large numbers of students, faculty discovered which concepts needed to be addressed through instruction again, perhaps in alternative ways. Understanding such misconceptions by students can provide instructors with valuable insights into how they might adjust their teaching techniques or emphases to discussion of dissertation theme on the academic council these kinds of problems see, e.
It can be difficult and time-consuming for faculty to redesign course objectives to focus on student learning outcomes, to agree with colleagues on comprehensive learning outcomes for the entire curriculum, and to select or develop appropriate assessment tools.
It can be equally or more difficult for faculty to adopt a routine of systematically collecting and studying assessment data and then making improvements based on that feedback. However, some examples of positive, multidimensional change have been discussion of dissertation theme on the academic council from departments that have taken assessment seriously.
These departments update curricula continuously. They develop new courses and phase out others as needs change. And they can document improvement in student learning Wergin, ; Wergin and Swingen, Other changes that have been prompted by outcome assessment include faculty employing more active learning strategies that enable students to practice the concepts they are learning in class.
Alumni and employers are being asked to comment on curriculum and instruction and even to serve as evaluators of teaching and learning.
For example, at Virginia Discussion of dissertation theme on the academic council Institute and State University, the Department of Civil Engineering created an alumni advisory board and asked its.
The students discussed such issues as overcrowding due to space limitations. In response, the soil mechanics laboratory was expanded through privately sponsored renovation. And a perceived need for improved communication skills encouraged faculty to develop new writing-intensive courses and introduce them into the civil engineering curriculum Banta et al.
Outcome assessment can be difficult to implement because it requires that faculty reorient their course and curriculum objectives to focus on what students learn rather than what faculty teach. Nonetheless, the committee has concluded that outcome assessment can be an important approach to emphasizing and focusing on what and how students learn. Research has shown that the best way to improve teaching is to provide individual faculty members, particularly in their first years of teaching, with ongoing individualized formative feedback from students and colleagues Brinko, ; Cambridge, ; Centra, ; Hutchings, Instructors are best served by informal evaluation activities that take place throughout a course, especially when coupled with consultations with learning experts.
For example, helpful and regular feedback from students allows midcourse corrections in such areas as organization, methods of teaching, and the introduction or modification of activities designed to enhance learning. Many institutions have already recognized the benefits of such midcourse corrections and offer faculty guidance and appropriate forms for conducting various levels of student surveys see Appendix B. In contrast, Marsh and Roche report that feedback gathered at the end of a course had significantly greater long-term impact on the improvement of teaching than midcourse evaluations.
offer both formative and summative feedback from their students about how various elements of their courses are helping the students learn. The results of studies on formative evaluations of student learning indicate that the techniques described below require modest effort, are easy to carry out, and consume very little class time.
The typical end-of-course student evaluation form is an indirect assessment tool that can help an instructor understand what worked to assist learning in a course and what did not. Another factor is student effort.
Even the most effective teachers can do only so much to motivate students. Although most college teachers try to motivate students to learn, in the end students must take responsibility for their own learning and academic achievement. For the past three years, the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Learning have published annually the National Survey of Student Engagement: The College Student Report.
Each of these reports is compiled from responses to a questionnaire whose respondents consist of thousands of first-year and senior undergraduates at 4-year colleges and universities. Questions from the. If a teaching evaluation form is distributed only at the end of a course, it cannot help the instructor make useful modifications for students who are currently enrolled.
At the same time, gain scores are easily misinterpreted and manipulated and may not be statistically reliable both pre- and post-tests are characterized by unreliability that is compounded when the two are used together. Therefore, they should not be used exclusively to examine student learning for purposes of summative evaluation.
Another indirect measure of student learning that some faculty have found particularly useful is a questionnaire that lists the learning outcomes for a course or series of courses. Students may be asked to indicate how much the course or the entire curriculum increased their knowledge and skills in the specified areas. For maximum usefulness, teachers may want to add their own course-related items to student evaluation forms, as well as encourage written or oral communication from students, including computer-assisted feedback.
Evaluations of laboratory, discussion of dissertation theme on the academic council, field, and extra clinical or discussion sections require special questions, as do evaluations of student advising NISE, a. The easiest way to find out whether students understand what is being said is to ask them directly.
Instead, instructors should pose questions that encourage more specific responses, e. Various forms of information technology, such as in-class response keypads, can facilitate asking such questions, allowing students to. answer without fearing that they will be singled out or ridiculed by their peers if they indicate their lack of understanding.
Even better, instructors can ask students to paraphrase briefly the key points or essence of a discussion or lecture. At the end of a class session, students can be asked individually or in pairs to write a brief summary of the main ideas presented and submit it to the instructor anonymously. If this method is used, students should clearly understand that the written summary is not a quiz and will not be graded, discussion of dissertation theme on the academic council.
Student responses to the second and third questions also can help instructors discussion of dissertation theme on the academic council and structure topics for the next class meeting. Large numbers of such short papers can be read quickly, and a review of unclear concepts can take place at the next class meeting Angelo and Cross, ; Schwartz, Students are asked to respond to one or two short questions posed by the instructor the day before a subject is to be taught.
They submit their responses via e-mail or to a website. These responses give the instructor a good idea of what the students do and do not understand about the concepts to be considered. The instructor can then adjust the amount of time spent on explaining the concepts, working through problems, or providing examples that will help the students learn and understand the concepts.
Another documented approach involves asking a team of students to work throughout the term on continuous course evaluation Baugher, ; Greene, discussion of dissertation theme on the academic council, ; Wright et al, discussion of dissertation theme on the academic council.
The team members are encouraged to administer questionnaires and interview their peers about how the instructor is or is not promoting learning. For larger classes, a liaison committee of two to four students can be established that meets periodically with the instructor to discuss difficulties or dissatisfactions.
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