Teaching for Thinking Course Evaluation Forms

The next generation of course evaluation will focus on student learning. Educational effectiveness is about the students and whether they have achieved the learning outcomes for which the course was designed. Thus the ideal course evaluation tool will support the instructor's intended learning outcomes within the context of the instructional methodologies appropriate to that field of study and the educational level of the students. And, ideally, course evaluations will raise useful pedagogical questions.

The Question of Focus

The Question of Validity

The Question of Expected Outcomes, Context and Pedagogy

Course evaluation tools and instructor rating forms are moving beyond mere satisfaction surveys and ill-conceived requests for course reform proposals from persons who understand neither the discipline nor how to teach it to. Insight Assessment is committed to well reasoned course evaluation tools, like the two offered here. Because we are dedicated to developing and sharing resources with those engaged in teaching for and about critical thinking, Insight Assessment is pleased to make these available as free downloads.

Teaching for Thinking Course Evaluation From

Course Evaluation and Learning Assessment Form

Question of Focus: Student Learning vs. Teacher Behaviors. Traditionally student course evaluation forms invite "agree-disagree" responses to items focusing on teacher behaviors, such as being an organized presenter of information or being fair-minded in grading. Or these instruments have solicited students' impressions regarding decisions the teacher may have made, such as what the students think about the choice of text book or the course assignments. While this may all be helpful information to acquire for purposes of teacher development, questions with these foci offer little that addresses student learning, per se. And, therefore, little is learned about actual teacher effectiveness. Contemporary thinking about curriculum development and effective classroom instruction, however, has shifted attention to what the students are actually taking from the course in terms of advancing their knowledge, skills, sensitivities, and dispositions. Using course evaluation tools to gather data regarding student learning offers two advantages: these data more directly relate to the central question in teacher evaluation, namely effectiveness in promoting learning, and second, these data contribute directly to the process of program evaluation and accreditation.

The Question of Validity: Differing Pedagogy and Subject Fields. Traditionally institutions use only a single course evaluation form for all instructors and all students in all courses. This practice grew primarily out of the limitations of large mainframe data processing approaches to campus computing. Unfortunately, the "one size fits all" approach is not responsive to the differences in pedagogy, subject matter, learning outcomes, student demographics, and course level that characterize education today The valid evaluation of the effectiveness of the instructor of a large general education history course relative to the learning outcomes intended for that course requires asking different questions than those that should be be ask with regard to a chemistry lab course, a freshman writing course, a junior level theater arts course, or a senior level business capstone course for working professionals. Some learning outcomes, like critical thinking, may be advanced by many courses, or some, like professional judgment and ethical practice, may be the outcomes intended to result from the completion of the program in its entirety. Other outcomes might be the responsibility of a single course, for example learning a specific element of content or a specific set of performance skills, and some might be the responsibility of the faculty as a whole, such as achieving and integrated understanding of the discipline and its relationship to other fields of study. To address validly the learning outcomes of your program, and the courses that comprise it, you will not want to begin the conversation with the traditional "one size fits all" approach.

Insight Assessment's Response: Course Evaluation Forms that Match Your Program/Course Outcomes and Instructional Context.

Insight Assessment learning outcomes assessment experts will approach the design and implementation of a system of course evaluation forms with your specific program outcomes in mind. Course evaluation forms will be aligned to the pedagogy, subject matter, learning outcomes, student demographics, and course level of your specific field. In consultation with you, Insight Assessment will: