Overview
Course evaluation helps shape future iterations of a course. In this case, think beyond the traditional end-of-course evaluation survey (through Blue) the University distributes. There is value in creating your own plan for evaluation that specifies goals and measures progress toward those goals. For a workable evaluation plan, it is recommended you identify goals relating to:
Effectiveness - How well the instruction helps students achieve learning objectives.
Efficiency - How to make the best use of time and instructional tools or materials.
Appeal - How to make the course more enjoyable and engaging.
How to Plan for Evaluation
Follow these steps to create your plan. Remember, plans can be as complex or simple as you want. Identify measurable goals based on your needs.
Reflect on your goals. Some possible questions to consider include:
How will you know that learning materials are helping to inform students?
What would demonstrate that learning activities are helping students achieve learning objectives?
Do students have enough time to complete activities?
Do technology tools promote or hinder achievement?
How can students communicate to you their level of engagement with content?
What opportunities do students have to confide in you if they are struggling?
How will you know if students feel connected to you and your enthusiasm for the content?
List goals that are measurable and attainable. It may not be realistic to achieve 100% of students taking advantage of your online office hours, but perhaps it is realistic for 80% of your students to indicate they are comfortable making use of peer review opportunities.
For each goal you listed, identify a way to measure it. You may want to gather data from students about their experience with the course content and instructional strategies. Self-evaluations in each module or at midterms can be used to collect data about the amount of time students spend on activities, a need for follow-up due to a lack of comfort with new concepts, and perceptions of faculty engagement with the students’ learning.
Once your plan is in place, you may find a use for some sample Module and Course Survey Questions .
Examples
Course Evaluation Plan, Example 1
Course design goals | How will I measure the success of this goal? |
|---|---|
Provide adequate information and structure so that many questions that might arise are answered in the online environment without too much instructor interaction (minimize questions about procedure and policy). |
|
Provide opportunities for optional study to help supplement the required readings/activities. |
|
Students are motivated and consider activities to be worthwhile. |
|
Avoid information overload. |
|
Strong faculty-student interaction. |
|
Course Evaluation Plan, Example 2
Increase student level of intrinsic motivation. (How motivated are my students?)
Weekly self-evaluation of the level of commitment, persistence at tasks, and willingness to expend mental effort on tasks.
Increase student use of worked examples on all individual and group assignments. (Do students find the worked examples helpful?)
Count the number of accesses of worked examples.
Increase the number of personalized messages I send to students in a semester by 25%. (Could I do something different to improve my personal communication with students?)
Count the number of individual emails and phone messages sent to students in a semester.
Increase students’ own expectations of performance on exams by a single grade step (e.g., B to B+). (Does asking students to think about their grade prompt changes in their behavior for better learning?)
Weekly surveys of grades they expect to receive on exams. Compare with weekly exam grades.
Mid-semester Assessment Process (MAP)
A mid-semester assessment is a structured process by which faculty can learn about how students are experiencing their course, and how they might improve these experiences, before the end of term. This process is overseen by the Boise State University Center for Teaching and Learning (CTL) and is facilitated by the eCampus Center’s Research and Innovation Team for online course. Participating in a MAP is an additional approach faculty may take in collecting student feedback to evaluate student learning experiences in their course. Faculty may also choose to use suggestions that result from a MAP during future revisions of a course.
MAPs are strategically timed to occur halfway through a semester. This allows online faculty to gain insights about the student learning experiences in their course and implement improvements that can impact these experiences in real time. A MAP normally occurs during the mid-point of the course and consists of an anonymous student survey and a consultation with a Research and Innovation Team member to review a thematic analysis of student responses.
To request a MAP for your online course, please complete the form available at this link.
Related Information
Formative Class Evaluation and End-of-Semester Survey from David Jaffee of the University of North Florida (PDF examples)
Mid-Semester Formative Feedback from University of Connecticut
Using Reflection Surveys to Improve Teaching and Learning by Jackie Dobrovolny and Patrick Lowenthal
Transforming Teaching through Supplementary Evaluations from Faculty Focus
