Note that the concept of program evaluation can include a wide variety of methods to evaluate many aspects of programs in nonprofit or for-profit organizations. There are numerous books and other materials that provide in-depth analysis of evaluations, their designs, methods, combination of methods and techniques of analysis. However, personnel do not have to be experts in these topics to carry out a useful program evaluation.
Alternatively, students who are not enrolled in a course can be hired to attend the class and offer ongoing feedback to the instructor e. This technique allows teachers to see what students consider to be the main points presented and whether there is misinformation or confusion about various topics.
Alternatively, to ensure student anonymity, students can be asked to photocopy selected portions of their notes and submit them to the instructor without identifying information Davis, Chain Notes In small classes, it may be possible to pass around a piece of paper midway through a session and ask students to jot down the main point of what is being discussed at that moment.
The instructor then has a listing of what students consider to be the key concepts discussed in that class period, which can be used Angelo and Cross, Student Study Groups Students can be encouraged to form small study groups and to send representatives to discuss any difficulties or questions with the instructor.
Study groups provide students with opportunities to learn from one another, and a group may find it easier to seek assistance from the instructor. In turn, having group representatives rather than individual students approach the instructor can reduce the amount of time required to answer repetitive questions, especially in larger classes.
Informal Conversations Instructors can seek feedback through informal conversations with students during office hours, before or after class, or through e-mail.
They can ask students about what has been working well or what is problematic. Instructors should not pose these questions to students in ways or at times that might force them to answer quickly. Questions should be directed to those students the teacher thinks would be most likely to respond candidly.
Whenever this kind of feedback is solicited, instructors should keep in mind that such evidence is anecdotal and may not be representative of the entire class. However, informal responses from individual students can serve as the basis for index card questions to the entire class discussed next.
Asking such questions based on informal conversations with students can also reinforce the message that the instructor is listening to students and takes input from them seriously.
Page 81 Share Cite Suggested Citation: The National Academies Press. Outside Evaluators Midway through the term, an instructor can invite an instructional improvement specialist from the campus-wide or discipline-based teaching and learning center or a departmental colleague to conduct an oral evaluation with his or her students.
At the beginning of the class, the teacher introduces the guest evaluator and then leaves the room for 20 minutes. After the groups have completed their work, the evaluator asks the spokesperson from each group to report.
The evaluator summarizes the points of consensus for the entire class and also clarifies points of disagreement.
The evaluator then provides an oral or written summary for the instructor Clark and Redmond, Small Group Instruction Diagnosis 5 This technique also known by its abbreviation, SGID originated at the University of Washington and is now promoted by teaching and learning centers on a variety of types of cam- 5 The description of small group instruction diagnosis presented here is based on information taken from the websites of several campus centers for teaching and learning.
Page 82 Share Cite Suggested Citation: The goal of SGID is to align expectations for improving teaching and learning. Consultants are employed to gather information directly from students and instructors.Understanding Evaluation: Concepts, Tools, and Processes The Afterschool Experience—Taking it to the Streets driven evaluation) Allow youth to define and understand the problem and methods.
evaluation skills. For those interested in learning more about effective evaluation methods, additional information and resources are listed. This toolkit contains four key components: I.
Evaluation Overview Understanding the benefit of evaluating presentations and trainings. Grab-and-go sample survey questions. II.
Building Your Evaluation. Understanding Evaluation: Concepts, Tools, and Processes The Afterschool Experience—Taking it to the Streets driven evaluation) Allow youth to define and understand the problem and methods.
because the survey respondents may not understand the meaning of questions to which they respond, and because people’s recall of events is For this reason, the evaluation methodology may be rejected as unsound adoption of data collection methods.
This can occur when the use of. Understanding such misconceptions by students can provide instructors with valuable insights into how they might adjust their teaching techniques or emphases to address these kinds of problems (see, e.g., National Research Council [NRC], a, b).
Closely involving the institution’s faculty in selecting evaluation methods, drafting. understanding the evaluation questions? Do the instruments consider the cultural context of the respondents?
Are multiple methods being used, so that information can be analyzed in a variety of ways?