reveries, puzzlements and dumb ideas from the abyss Lenny Shedletsky ASSESSMENT/FEEDBACK1 reveries, puzzlements and dumb ideas from the abyss Lenny Shedletsky 1Credit goes to Dr. Ryan Kelsey, Columbia University, Center for New Media Teaching and Learning, “Design your own module assessment/feedback kit,” for focusing our attention on measurable outcomes (unpublished paper).

SOME FIRST THOUGHTS ON STUDENT EVALUATIONS OF ONLINE COURSES What do we want to use evaluations for? What are the “real” purposes for the evaluation?

Real Purposes for the Evaluation TO GIVE FEEDBACK TO THE TEACHER ABOUT THE TEACHER’S BEHAVIOR IN THE COURSE;

EVALUATION FOR? TO GIVE FEEDBACK ABOUT CONCEPTS IN THE COURSE;

EVALUATIONS FOR ? TO GIVE FEEDBACK TO THE TEACHER ABOUT THE student’s BEHAVIOR IN THE COURSE;

FOR? TO TEST WHAT STUDENTS LEARNED;

FOR? TO GIVE FEEDBACK ABOUT STUDENT SATISFACTION WITH THE COURSE;

FOR? TO USE FOR HIRING/FIRING AND PROMOTIONS;

FOR? TO GIVE FEEDBACK ABOUT THE DESIGN OF THE COURSE;

To give feedback about concepts in the course; (B) CATEGORIZING EVALUATION QUESTIONS ACCORDING TO THE PURPOSES FOR EVALUATING To give feedback to the teacher about the teacher’s behavior in the course; (A) To give feedback about concepts in the course; (B) To give feedback to the teacher about the student’s behavior in the course; (C) To test what students learned; To give feedback about student satisfaction with the course; (D) To use for hiring/firing and promotions; To give feedback about the design of the course; (E)

ONLINE EVALUATION FORM USED AT UMS`

Here is what we have been using—the same questions as the forms for in class.

No Significant Difference Phenomenon