Of the four classes I taught last quarter, I've now gotten evaluations back from two. These are online classes, and therefore the evaluations themselves are online (as opposed to the Scantron sheets we use for F2F classes). As a result, we get the summaries back quicker.
Getting evaluations is like going through an entire course with no tests, no homework, no papers--no way to know how the final grade is going to be determined. Sure, we know the questions that are going to be asked, and we know generally how well the class is going, overall, but we have pretty much no idea how students are going to "grade" us. Okay, a caveat on that. I know what the smaller classes will do. It's the larger ones that are hard to predict, although I can pretty much figure on a couple students who will grade me as an "A" and a couple who will take out their frustrations at not receiving the grade they believe they should get, and trash me. The vast middle--that's the unknown.
Anyway, for these two classes my evals make me look like Teacher of the Year. The big class will be the reality check.
So what are some of the things my students were asked to evaluate?
| 1. Clarity of the course objectives and how well they were met Okay. I'm cool with that. I list the course objectives on the syllabus, so they can go back and look to see if we met those. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. Quality of the course media (videos, CD-ROM, print material, etc.) Ditto here. I use primarily PowerPoint lecture shows. I post pdfs of the lecture slides (printed as handouts), and, depending on the topic, may post some additional journal articles. HOWEVER--I did get a remark last year that my PP slides were "plain". If I could have talked to that student, I would have mentioned that we still have students on dialup, so I intentionally keep the bandwidth down on class materials. And, this quarter I had a visually impaired student, so I was careful with colors and font sizes and general overall "busyness" of the lecture slides. Plus, I'm a professor, not an entertainer. And none of the fancy schmancy animations will show up on the pdfs, so I'm not wasting my time dithering with silly stuff. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. Effectiveness of course materials (textbook, handouts, videos, etc.) in helping you learn. Cool with this question as well. Except that I think students reading quickly may not catch the difference between the previous question and this one, and will think they've already answered it. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4. Value of course assignments (homework, laboratory work, papers, etc.) in helping you learn the course content. I like this question too. It's a way for me to tell if my exams, etc., align with the exercises I give the students. It would be nice, though, if students were given a chance to elaborate on what they found to be most/least helpful. This quarter I set up a discussion forum at the end of the quarter for feedback on assignments and got some nice suggestions. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5. Fairness of the standards used for grading Okay. Here I have a problem. What criteria is the student using to determine "fairness"? An A student is going to think grading was fair. A C, D, or F student may have issues. Maybe a better question is if the grading standards were clearly defined and consistently applied. For instance, in my syllabus I have a very straightforward example of how team grades are converted to individual grades. One student, who thought he should be graded on "effort", protested his grade and I am sure would have said my grading standards were not fair. He cannot, however, say that the standards were unclear or inconsistently applied.
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So yeah, these questions aren't too bad. But I still hate evaluations. There's got to be a better way to do this.

