Getting Ahead of the Course Evaluation Curve
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Getting Ahead of the Course Evaluation Curve Using student course evaluations to learn about courses, curriculum, and students with CoursEval from Academic Management Systems Peter Gold pgold@academicmanagement.com www.academicmanagement.com Peter Gold, College of Arts and Sciences 1-12-07

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Getting Ahead of the Course Evaluation Curve

Using student course evaluations to learn about courses, curriculum, and students with

CoursEval from Academic Management Systems

Peter Gold

pgold@academicmanagement.com

www.academicmanagement.com




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What faculty, staff, administrators & students will learn using CoursEval

What is rated?

difficulty? learning? satisfaction?

benchmarking with existing campus questions

customizing questions for program evaluation

What is not rated?

expertise

professional preparation

How important are ratings biases and benchmarks?

overall outcome stable and reliable

Can we identify excellent and poor teaching?

faculty, chair, dean, provost, student, program, administrators



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Rating: Composition, Calculus, PSY101, World Civ F’05 using CoursEval

[‘I would recommend this instructor to other students’]

strongly disagree disagree neutral agree strongly agree

|----------|----------|----------|----------|

{31 DEP’T MEANS} & COMBINED MEAN{……………………….}

ENG101102201{…………………………………………….…………………..}

MTH121131141{……………………………………… ………………..……….}

PSY 101207250{…………………………………………….……………...}

UGC111112211{…………………………….………...………………….}

Summary:

Instructor mean ratings are generally positive

Department mean ratings are all positive

Beginning courses are rated highly

Gen Ed courses are rated similarly to major courses Gen Ed means are similar to department means

For UGC, REC sections are rated higher than LEC

{....} RANGE of DEPARTMENT MEANS

 ENGLISH (71, 30, 19 LEC secs)

MATHEMATICS(12, 12, 12 LEC secs)

PSYCHOLOGY (7,3,3 LEC secs)

GEN ED PROG(16, 2, 13 LEC secs)

Data from UBCATS F’05


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Performance Difference Between Responders and Non-Responders using CoursEval

*Each average was calculated among F’04 corresponding HIS, GLY, and SOC 100 level courses, 300 level courses, and 500 level courses.

**Among all F’04 courses with high response rates including COM 1XX, PHY 1XX, PHI 2XX, DMS 3XX, CDS 6XX, PSY 6XX.

Peter Gold, College of Arts and Sciences

10/12/05

Peter Gold, College of Arts and Sciences

10/12/05


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TOP RATED using CoursEval

LARGE LECTURES

(FOR STUDENTS)

FALL 06

Peter Gold, College of Arts and Sciences

5/15/06


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Cautions, Issues, Biases of student-generated course and teacher evaluations

  • Students provide simplified evaluations and do not share with faculty a common understanding of questions and answers

  • Specific suggestions/complaints often accompany high ratings of ‘satisfaction’ with courses and teachers

  • Students do not distinguish clearly the issues of difficulty, time, expectations, achievement, learning, effort, grading, and curriculum

  • Students with higher GPA and higher grades are more likely to complete evaluation surveys but grades do not determine ratings

  • Lower response rates and large classes modify the ratings of courses and teachers but do not change the overall outcomes

  • Several other factors may affect student-generated ratings including random variations in enrollments among similar sections, time of day, course level, etc.


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