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Student Feedback for Assessment

About a year ago I was working with an institution on its adoption of an Online Course Evaluation tool. It was a rather long process which included getting information on options and associated costs, piloting the program, responding to the concerns of the faculty about how the surveys would be used, setting up the tool so that the surveys would go out in emails to students, developing the survey tool itself (the questions) and then analyzing the results of the surveys to determine if the questions did, in fact, give us the type of information we were looking for.

Sadly, one of the greatest hurdles was the reluctance on the part of faculty to have a survey at all. I say “sadly” because such surveys can be invaluable for an instructor, a course designer, and the institution itself. If nothing else, well constructed surveys can  help in determining if a program has redundancies, have difficulty navigating the course, or if students are unclear about the learning objectives.

Course surveys should occur, at the very least, at the end of a course.  Even though information gathered at that time would be too late to make the course better for those students, the information can improve the course for the future students, and perhaps even improve the program as a whole. Too many instructors have the belief that students do not know enough to be able to determine whether there were clear objectives, whether they were met, whether there were unnecessary redundancies, or even if the work assigned was too much (or too little) for a 3 credit course.  My experience has taught me that students do know, and we should ask them.

The ideal would be to survey students at the very beginning of a course, at the midterm, and at the end.  The purpose of the beginning survey is to determine what students may already know or have experienced, and what they expect from the class. The midterm survey should be given to determine if the course is meeting its goals, and to determine if the students are struggling with a particular part of the course. The benefit of this is that necessary changes can be made before the course is done and it’s too late. We’ve already discussed the final evaluation.

If the questions are framed right, the survey can even cause students to reflect on their learning–to think about what they’ve done and learned. It can be used to develop metacognitive skills. There is a free tool available to assist with the development of these surveys. The site is called Student Assessment of  Learning Gains, and you can access it here: http://www.salgsite.org/ You can use the wizard to create your own surveys, and you can browse a library of surveys to get an idea of what other instructors are asking.

Assessing what we are doing, all along the way, is an important part of insuring we are meeting our students needs and expectations.


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