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Determining the Quality of Student Feedback in Course Evaluations
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| Presenter(s):
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| Jean-Marc Wise, Florida State University, jwise@fsu.edu
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| Abstract:
A common criticism of using course evaluations to evaluate teaching effectiveness is a perceived lack of feedback quality, especially when provided by undergraduate students. Instructors are wary of having these comments reviewed by administrators, claiming that students are not qualified to evaluate their teaching performance. What are the criteria they use to determine the quality of student feedback? This question was addressed by means of a survey sent to all fulltime faculty at a southeastern public university. Results showed that formative feedback is considered more useful than summative statements. Rationales, examples from class, and specific suggestions for improvement were also rated as very important criteria for assessing the quality of student feedback. Analysis of comments yielded three more factors: consistency, thoughtfulness, and consideration. Based on the findings, the paper discusses the development of a rubric that produces numeric scores for the statistical analysis of the quality of student feedback.
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Student Perceptions of Providing Quality Feedback in Course Evaluations
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| Presenter(s):
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| Jean-Marc Wise, Florida State University, jwise@fsu.edu
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| Abstract:
A central question in the debate over the low quality of student feedback in course evaluations is whether students lack the necessary skills or are simply not motivated to provide high quality feedback. In this study, the researcher surveyed a representative cross-section of undergraduate and graduate students at a southeaster public university. Quantitative items were aimed at assessing the respondents’ awareness of factors that impact the quality of their feedback, identifying what motivates them to complete course evaluations, as well as their attitudes toward course evaluations. Open-ended questions provided an opportunity to assess the consistency of numeric ratings and expand the range of reasons why some students choose to participate and others do not. The paper further describes how the results of the study can be used to create strategic in-class presentations aimed at increasing students’ motivation to participate in course evaluations and their ability to provide high quality feedback.
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Maximizing Evaluation Impact in Higher Education: Using Program Evaluation Results to Measure Student Learning Outcomes
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| Presenter(s):
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| Joel Heikes, University of Texas, Austin, joel.heikes@austin.utexas.edu
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| Jeanette Herman, University of Texas, Austin, hermanjm@mail.utexas.edu
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| Abstract:
Quality program evaluation is designed to provide useful results for program improvement, and it is often possible to use results for other institutional purposes including accreditation requirements. This paper provides an overview of how a well-designed, three-year, participatory evaluation of an interdisciplinary program for undergraduates was used to change processes, improve curriculum, and document success, as well as by the school/college to demonstrate student learning outcomes for accreditation compliance. Specifically, we present the evaluation design, the various data collection methods, and how results are used. We also discuss how evaluation was embedded into program processes and how stakeholders participated.
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Adding an Evaluative Focus to Assessment of Higher Education Student Learning Outcomes
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| Presenter(s):
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| Jeanne Hubelbank, Independent Consultant, jhubel@evalconsult.com
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| Abstract:
Accreditation and other organizations show increasing interest in an institute of higher education’s assessment of student learning outcomes. When asked to assess student learning outcomes, faculty often plunge directly into choosing a specific measure or tool. Sometimes there is confusion about the distinction between goals, objectives, and outcomes. Resistance to the task and unused data are common occurrences. Introducing an evaluation focus to the assessment process can result in greater participation and higher quality assessments. Rather than espouse a particular evaluation model, the presenter suggests introducing an “evaluative” way of thinking that helps clarify outcomes and addresses the needs of particular departments and individual faculty.
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