Whether Course Evaluation Can Affect the Course - Essay Example

Literature Review The purpose of this research was to test the whether evaluation can affect the or not using a questionnaire The sample consisted of thirty students . The instruments used in this experiment were a fully anchored rating scale and questionnaires. This experiment has a test rating scale swapping the description. The result uses statistical tools to find the percentage of error. This research would be able to improve the questionnaire as well. Introduction According to Jaclyn (2006), the course evaluation paper or electronic questionnaires or responses are to be written. There are select set of questions to assess the teaching of the course. This term may refer to the form and completed survey or a summary of the response to questionnaires. They are meant to produce recommendations that are useful to teachers that schools can use to improve the quality of teaching and learning. The process (data collection) shows the impact of teaching and student learning. Analysis and interpretation of data, and the response and display are valuable for several reasons (David et al, 2005). They are useful because teachers can examine the different interpretations and how to improve teaching. This information is used by administrators with more input in summative decision making (e.g. decision support management of salary increases, awards etc.) (Dunegan et al., 2003). Generally, these assessments include the evaluation ofpeers, supervisor evaluation and student test scores to create an overview of effective teaching. The objective of the evaluation is to assess how successful and effective the program has been in achieving the claimed benefits and offers recommendations for future programs (Neil et al, 1994). According to Dan (2000), the advantage of course evaluation questionnaires are: 1. Questionnaires’ design is easy to do 2. Students evaluate the latest events in the past as they have good memory 3. Students give a high response rate 4. Gives immediate feedback and is effective to improve programs The disadvantage of course evaluation questionnaires are: 1. Lack of student responses and vision. For example students may not understand the basis of certain issues by a teacher until months or years after study. 2. Some students do not answer truthfully. 3. If instructors want a good evaluation perhaps the instructor will teach easy stuff rather than hard stuff (Dan, 2000). An important point about the evaluation program is thatstudents must use a variety of forms of evaluation for a variety of courses. The terms of evaluation are: Gather the opinions of students by research (survey). Collect documents related to the evaluation and analyse them. Advice about improving the future of the program (Neil, 1994) The purposes of this experiment are: To find the errors of instruction that can affect the course evaluation To suggest ways to improve communication skills To help professional growth (Chair, 2008) Method Guiding criteria of questionnaire According to Leonie (1989), develop initial questions to guide the following evaluation criteria: 1. Coverage of all important topics that students can share legitimate ideas: comments on teaching performance and supported or recommended by previous research and theory. 2. Applied courses in universities, colleges and institutions of higher education: this means that the item you want needs to be more specific and more general to give more organizing options. 3. Economy: to promote the use of broad questionnaires that need to brief a number of small scales which are reliable and simple in terms of reviewing the study of large groups and with the aim to develop questionnaires that could be completed by a group of students in about fifteen minutes. 4. Relevant to questionnaires and college students:s specific ideas and concepts presented in the questionnaires should be relevant to tudents in higher education 5. The item before the test and scales that have been tested on possible items and found successful in other settings should be used. 6. The ability to identify perceptions of students in different subjects, in other words, students should learn the same curriculum in the same format and meaning as a whole but recognition of courses may vary between courses. Course Evaluation Instrument The instruments of course evaluation used in this experiment were a questionnaire, the rating scale with 5 levels, an open-ended form, and a closed-end form. Accoridn to Leonie (1989), there are 9 parts in the questionnaire. Part 1 Good teaching: explanation, Enthusiasm and interest High scores indicate that students perceived the teaching staff in the department describe and link ideas better, show enthusiasm and create interest through their methods of teaching. (Teachers in this program seem to be good at teaching andcasting the appropriate level for us.) Part 2 Good teaching: availability and study support High scores indicate that students perceived teaching as reaching students and to support students in learning. (Teachers always seem ready to provide assistance and advice on how to study.) Part 3 Good teaching: amount and quality of feedback on students work High scores indicate that students get creative ideas for their own work. (Teachers offer a great deal of criticism of our creative work.) Part 4 Clear goals, standards and structure High score indicates that the standard of assessment and the program goals are clearly perceived by students. (Teachers teach clearly from the start what they expect from students.) Part 5 Workload High scores indicate that students feel themselves under more pressure from the demands of the curriculum and assessment methods. Part 6 Commitment to academic achievement (inspiration/ motivation to do best work) High scores indicate that students felt that they expected to produce work of high standard inspired by teaching. (Lectures inspired you to do your best) Part 7 Assessment High scores indicate that the assessment program encourages students to understand course content rather than rote learning it. Part 8 Emphasis on student independence and choice High scores indicate that students feel that they have higher-level alternatives, go with learning and evaluation process and they are encouraged to develop their interests and strengths. (Curriculum seems to support us in developing academic interests as far as possible.) Part 9 Cooperation/ competitiveness High scores indicate that students should be integrated with other students. (Students on this course discuss and work with each other.) Design Questionnaires (survey) A questionnaire is a set of questions asked about students who receive useful information and statistics on specific topics. Researchers use questionnaire in order to obtain information about attitudes, feelings and ideas, beliefs, values, personality, perception and behavioural intentions of participants of research (Burke et al, 2008). Open-ended Form Open question format is where one seeks comments made by themselves, in other words it does not define or set the response and gives the freedom to respond, but the chosen question format is good for soliciting personal information or when range of responses is not tightly defined(William et al,2005). The obvious advantage is that the variety of responses should truly reflect a wider opinion of respondents. These increase your chances of receiving feedback unexpected and profound, it is impossible to predict comprehensive reviews . Read More