SATAL Students Assessing Teaching and Learning

1. SATALStudents Assessing Teaching and Learning Presenters: Robert Ochsner Adriana Signorini SATAL Students: Celina Chun, Alex Tani, Edward Smith, and Chris Gehrmann crte.ucmerced.edu

2. Participants will be able to… • Gain familiarity about how the program works • Outline some ways of collecting indirect evidence of SLOs • Know how to request the SATAL service crte.ucmerced.edu

3. SATALStudents Assessing Teaching and Learning • Students respond to the instructors’ invitations to gather classroom data crte.ucmerced.edu

4. SATALStudents Assessing Teaching and Learning • Assessment Support Service: • Collect Indirect evidence in support of Students Learning Outcomes (SLOs) • Indirect evidence = results obtained from surveys, interviews, focus groups, class observations, and anything else that elicits opinions about student learning • Direct evidence = quizzes, exams, essays, projects, course portfolios and anything else that represents actual student performance as learners. crte.ucmerced.edu

5. Which provides indirect evidence? • Quiz • Focus Group crte.ucmerced.edu

6. Class videotaping provides indirect evidence • Yes • No crte.ucmerced.edu

7. Which provides indirect evidence? • Exam • Survey crte.ucmerced.edu

8. SATALStudents Assessing Teaching and Learning • Assessment Support Service: • Collect Indirect evidence in support of Students Learning Outcomes (SLOs) for formative assessment • Formative Assessment • Summative Assessment crte.ucmerced.edu

9. 10 Which option provides formative assessment? • Mid-course evaluations • Final course evaluations crte.ucmerced.edu

10. Options for Instructional Faculty: 1) Class interviewing: focus group leaders who will facilitate discussion, to produce a summary report Ways to work with SATAL crte.ucmerced.edu

11. What helps students learn in this class: Computer exercises. (6) The teacher: Sincerity (5) *Enthusiasm (3) *Builds up/motivates the students “great job” “yes, that’s right!” (3) Wants all of the students to succeed (3) *Sense of humor *Informs the class of outside activities, scholarships, etc. Takes extra time (before class) to explain things Open office hours—students can get help Workbook exercises (4) Examples from the teacher’s personal experience (4) Going over problems in class (3) What hinders students’ learning in this class: *Teacher doesn’t always go over the exercises thoroughly (5) *Students don’t feel prepared for the tests (3) *Lectures: Rushed and vague (2) Teacher sometimes gets off on a tangent (2) Not always clear Course structure is not clearly defined—not sure what the goals of the class are Suggestions the students have for improving this class: *A better book is needed. (3) *More hands-on activities in the first few weeks of class (2) Course Outline More scheduled time to work with computer Going step-by-step over the things the students need to learn Review more often More examples Course outline Class Interviewing - Sample Report crte.ucmerced.edu

12. Ways to work with SATAL • Options for Instructional Faculty: 2) Focus Groups: focus group leaders who will facilitate discussion and audio record the session to produce a summary report. crte.ucmerced.edu

13. Ways to work with SATAL • Options for Instructional Faculty: 3) Mid/end course evaluations: proctors who will distribute and collect a faculty-designed questionnaire and then tabulate and write a summary report of findings crte.ucmerced.edu

14. Ways to work with SATAL • Options for Instructional Faculty: 4) Class Observations: Observers who will describe (rather than evaluate) what goes on in the classroom with regard to time spent in questioning, board work, small groups discussion, etc. crte.ucmerced.edu

15. Class Observation – Sample report • 3:44 – Professor changes slide. Professor asks the TA to send an email regarding one of the slides. Professor says what is on the slide is crucial to his class and many students begin to write on their notes. Professor states his SLO’s he expects from the class and many students copy this information down. 3:45 – Professor explains terms that were used previously in the lecture. Some students taking notes, some on the Internet, one side conversation. • 3:46 – Professor changes slide and tells a joke. • 3:49 – Professor states he will be calling on people in the class to answer the 3 questions on the slide and says it will be ok for the students to talk to their neighbors. Professor calls on a student by their first name. Student answers without problem and the Professor gives encouraging words. Second question is asked to another student, she answers the question wrong. The Professor gives her encouraging words and thanks her for trying. Professor then asks the students around her for the answer, and tells the rest of the students they can feel free to discuss with their neighbors if they are unsure. The same student gives a second answer. The Professor then talks to the class and describes the answer. A few students raise their hands to elaborate on the answer and the Professor picks one. The Professor then gives encouraging word to the entire class and answers the question on his own. crte.ucmerced.edu

16. Options for Instructional Faculty: 5) Class videotaping: The student will film class, creating a DVD for the faculty to discuss what goes on in the class. Ways to work with SATAL crte.ucmerced.edu

17. How does the program work? • Complete a request form online Select an option and fill out the form with name, e-mail address, and office telephone number to arrange for an initial visit with the student. crte.ucmerced.edu

18. How does the program work? • Meet with student to clarify expectations • Verify details such as class time and place • Plan a follow-up meeting crte.ucmerced.edu

19. How does the program work? • Feedback is more effective when information is gathered from a number of sources • Continue in the program and select another option of discontinue the service crte.ucmerced.edu

20. How does the program work? • Complete the program feedback crte.ucmerced.edu

21. SATAL Options: • Provide the instructor with descriptive, objective reporting • Allow students to reflect on courses in a non-threatening manner • Supplement student evaluations and peer reviews crte.ucmerced.edu

22. SATALStudents Assessing Teaching and Learning • To request the SATAL service: complete a request form at: Center for Research on Teaching Excellence crte.ucmerced.edu

23. SATALStudents Assessing Teaching and Learning • References: Brinko, K. (1993). The Practice of Giving Feedback to Improve Teaching. Journal Of Higher Education, Vol. 64, (5),574-593 Ramsden, P. (2003). Approaches to Learning. In Learning to Teach in Higher Education (2nd ed.), pp 39-61. London: RoutledgeFalmer Smith, T. W.,and Colby, S. (2007). Teaching for Deep Learning. The Clearing House, 80(5), 205-210. crte.ucmerced.edu

24. SATALStudents Assessing Teaching and Learning Other ideas? Please contact: Adriana Signorini In person COB 214 By phone 228-4766 By e-mail asignorini@ucmerced.edu crte.ucmerced.edu

25. Which is your best SATAL option? • High Self-esteem • Low Self-esteem • I don’t know crte.ucmerced.edu

26. Answer Now Instructors with high self esteem respond better to class videotaping? • Yes, they do • No, they don’t • I don’t know crte.ucmerced.edu

27. :10 Low self esteem instructors are benefited from any options • True • False crte.ucmerced.edu