_ASSESSEMNT OF STUDENT LEARNING GAINS

ASSESSEMNT OF STUDENT LEARNING GAINS

For use as a supplement to, or replacement of, institutional student classroom evaluations.

The format of this instrument is intended to elicit students' estimates of how much they gained from the class, and to relate their gains to particular aspects of the class pedagogy. It aims to take the focus off the teacher, per se, and avoids critiques of pedagogy that are not directly related to student estimations of what they gained.

Faculty should add specific elements of this class for which they seek feedback, but, in each case, should frame each question so that it asks students what they felt that they gained-whether in understanding, skills, attitudes, approach to learning or to the discipline. I have marked (*) the places in the format where you might want to ask about specific items. You may also want to delete line items that do not apply, or in order to shorten the instrument overall. You could also use some/all of the questions for feedback at midterm.

The instrument can be found on the ChemLinks, MC2, and FLAG websites, so you can import it and make your own editorial adjustments:

Chemlinks=http://Chemlinks.beloit.edu. MC2=http://mc2.cchem.berkeley.edu.

FLAG= Field-tested Learning Assessment Guide (<newtraditions.chem.wisc.edu>)

The FLAG web-site gives details of other users whom you may wish to contact.

This instrument was written as part of a wider attempt to meet the need for improved classroom assessment tools. Its particular focus (on what students gained from the class) arises from a strong finding from our student interviews on ten campuses. We found that asking students what they "liked" or "valued" about their classes, or how they evaluated their teachers was far less productive than asking them what they had specifically gained. It is our hypothesis that students can meaningfully answer questions about their own gains, whereas what they "like," and how they judge faculty in their role as teachers is much less reliable. This proposition is supported by faculty interview data in which faculty express mistrust of the numeric data (if not the written comments) provided by many institutional classroom evaluations.

If you choose to use some/all of this format to supplement or replace your usual student evaluation instrument, we would like to know how well it works. Does it give you the kinds of feedback on student learning that you want? We would like as much fieldtesting and feedback as possible so that we can improve the instrument. We recently added the last question (5B) at the request of existing users. The instrument only works if it's useful to you.

Elaine Seymour Joshua Gutwill

University of Colorado Department of Chemistry

Bureau of Sociological Research University of California, Berkeley,

Seymour@spot.colorado.edu gutwill@socrates.berkeley.edu

(303) 492-0084 (510) 643-5610

ASSESSMENT OF STUDENT LEARNING GAINS

Instructions to students: Check one box for each question on each scale:

NA=Not Applicable, 1= lowest rating,…, 5=highest rating.

You may add a comment for any item on the last sheet. Number your comments by the same numbers as the items in the questionnaire.

Q1. HOW MUCH did each of the following aspects of the class HELP YOUR

LEARNING?

NA Was of no help Helped a little Helped Helped a good deal Helped a great deal

A. The class's focus on answering real world questions NA 1 2 3 4 5

B. How the class activities, labs, reading, and assignments fitted together NA 1 2 3 4 5

C. The pace at which we worked NA 1 2 3 4 5

D. The class and lab activities: NA

1. class presentations (incl.lectures) NA 1 2 3 4 5

2. discussions in class NA 1 2 3 4 5

3. group work in class NA 1 2 3 4 5

4. handson class activities NA 1 2 3 4 5

5. understanding why we were doing each activity/lab NA 1 2 3 4 5

6. written lab instructions NA 1 2 3 4 5

7. lab organization NA 1 2 3 4 5

8. teamwork in labs NA 1 2 3 4 5

9. lab reports NA 1 2 3 4 5

*10. specific class activities (list) NA 1 2 3 4 5

*11. specific labs/activities (list) NA 1 2 3 4 5

*12. specific lab assignments (list) NA 1 2 3 4 5

E. Tests, graded activities and assignments: NA

1. opportunities for inclass review NA 1 2 3 4 5

2. the number and spacing of tests/assignments NA 1 2 3 4 5

3. the fairness of test content NA 1 2 3 4 5

4. the mental stretch required of us NA 1 2 3 4 5

5. the grading system used NA 1 2 3 4 5

6. the feedback we got NA 1 2 3 4 5

(Please continue on to Q1 F. on the next page)Q1. (continued) HOW MUCH did each of the following aspects of the class HELP YOUR

LEARNING?

NA Was of no help Helped a little Helped Helped a good deal Helped a great deal

F. Resources: NA

1. the module student manual(s) NA 1 2 3 4 5

2. the text NA 1 2 3 4 5

3. other reading materials NA 1 2 3 4 5

4. the use made of the Web in this class NA 1 2 3 4 5

* 5. other technical resources (teacher: write in) NA 1 2 3 4 5

G. The information we were given about: NA Was of no help Helped a little Helped Helped a good deal Helped a great deal

1. class activities for each week NA 1 2 3 4 5

2. how parts of the classwork, labs, reading, or assignments related to each other NA 1 2 3 4 5

*3. specific class assignments (TEACHER: WRITE IN) NA 1 2 3 4 5

4. the grading system for the class NA 1 2 3 4 5

H. Individual support as a learner: NA Was of no help Helped a little Helped Helped a good deal Helped a great deal

1. the quality of contact with the teacher NA 1 2 3 4 5

2. the quality of contact with TAs (as relevant) NA 1 2 3 4 5

3. working with peers outside of class NA 1 2 3 4 5

K. The way that this class was taught overall NA Was of no help Helped a little Helped Helped a good deal Helped a great deal

NA 1 2 3 4 5

(Please continue on to Q2. on the next page.)

Q2. As a result of your work in this class, how well do you think that you now UNDERSTAND each of the following?

*List concepts or other important material that you most want the student to understand

NA Not at all Just a little Somewhat A lot A great deal

1. (TEACHER: WRITE IN) NA 1 2 3 4 5

2. NA 1 2 3 4 5

3. NA 1 2 3 4 5

Etc. NA 1 2 3 4 5

Q3. How much has this class ADDED TO YOUR SKILLS in each of the following?

NA Nothing Just a little Somewhat A lot A great deal

1. solving problems NA 1 2 3 4 5

2. writing papers NA 1 2 3 4 5

3. designing lab experiments NA 1 2 3 4 5

4. finding trends in data NA 1 2 3 4 5

5. critically reviewing articles NA 1 2 3 4 5

6. working effectively with others NA 1 2 3 4 5

7. giving oral presentations NA 1 2 3 4 5

* (Teachers: add any others) NA 1 2 3 4 5

Q4. To what extent did you MAKE GAINS in any of the following as a result of what you did in this class?

NA Not at all Just a little Somewhat A lot A great deal

1. understanding the main concepts NA 1 2 3 4 5

2. understanding the relationship between concepts NA 1 2 3 4 5

3. understanding how ideas in this class relate to those in other chemistry, science, or math classes NA 1 2 3 4 5

4. understanding the relevance of chemistry to real world issues NA 1 2 3 4 5

5. understanding the nature of chemistry NA 1 2 3 4 5

6. appreciating the methods of chemistry NA 1 2 3 4 5

7. ability to think through a problem or argument NA 1 2 3 4 5

(Please continue on to Q4. 8. On the next page)Q4. (continued) To what extent did you MAKE GAINS in any of the following as a result of what you did in this class?

NA Not at all Just a little Somewhat A lot A great deal

8. confidence in your ability to do chemistry NA 1 2 3 4 5

9. feeling comfortable with complex ideas NA 1 2 3 4 5

10. enthusiasm for chemistry NA 1 2 3 4 5

* (Teachers: add any others) NA 1 2 3 4 5

Q5A. How much of what you learned in this class (i.e., knowledge, skills, and other gains) do you think you will REMEMBER, and CARRY WITH YOU into other classes or other aspects of your life?

NA Nothing Just a little A moderate amount A lot A great deal

1. understanding the main concepts NA 1 2 3 4 5

* (Teachers: add any others) NA 1 2 3 4 5

Q5B. How well did your (modular)** learning experiences in (WRITE IN course name and number) prepare you for the work you have recently done in (WRITE IN course name and number)?

NA Nothing Just a little A moderate amount A lot A great deal

1. understanding the main concepts NA 1 2 3 4 5

* (Teachers: add any others) NA 1 2 3 4 5

**Note to faculty: If the prior class in a sequence of classes contained one or more modules (or other special features) insert "modular" (or other appropriate term). If not, leave out.

Note to Students: ADD YOUR OWN COMMENTS below. If they are tied to a particular question, use the same number/letter as the question to which they apply.

		NA	Was of no help	Helped a little	Helped	Helped a good deal	Helped a great deal
A.	The class's focus on answering real world questions	NA	1	2	3	4	5
B.	How the class activities, labs, reading, and assignments fitted together	NA	1	2	3	4	5
C.	The pace at which we worked	NA	1	2	3	4	5

D.	The class and lab activities:	NA
1.	class presentations (incl.lectures)	NA	1	2	3	4	5
2.	discussions in class	NA	1	2	3	4	5
3.	group work in class	NA	1	2	3	4	5
4.	handson class activities	NA	1	2	3	4	5
5.	understanding why we were doing each activity/lab	NA	1	2	3	4	5
6.	written lab instructions	NA	1	2	3	4	5
7.	lab organization	NA	1	2	3	4	5
8.	teamwork in labs	NA	1	2	3	4	5
9.	lab reports	NA	1	2	3	4	5
*10.	specific class activities (list)	NA	1	2	3	4	5
*11.	specific labs/activities (list)	NA	1	2	3	4	5
*12.	specific lab assignments (list)	NA	1	2	3	4	5

E.	Tests, graded activities and assignments:	NA
1.	opportunities for inclass review	NA	1	2	3	4	5
2.	the number and spacing of tests/assignments	NA	1	2	3	4	5
3.	the fairness of test content	NA	1	2	3	4	5
4.	the mental stretch required of us	NA	1	2	3	4	5
5.	the grading system used	NA	1	2	3	4	5
6.	the feedback we got	NA	1	2	3	4	5

		NA	Not at all	Just a little	Somewhat	A lot	A great deal
1.	(TEACHER: WRITE IN)	NA	1	2	3	4	5
2.		NA	1	2	3	4	5
3.		NA	1	2	3	4	5
Etc.		NA	1	2	3	4	5

		NA	Nothing	Just a little	Somewhat	A lot	A great deal
1.	solving problems	NA	1	2	3	4	5
2.	writing papers	NA	1	2	3	4	5
3.	designing lab experiments	NA	1	2	3	4	5
4.	finding trends in data	NA	1	2	3	4	5
5.	critically reviewing articles	NA	1	2	3	4	5
6.	working effectively with others	NA	1	2	3	4	5
7.	giving oral presentations	NA	1	2	3	4	5
*	(Teachers: add any others)	NA	1	2	3	4	5

		NA	Nothing	Just a little	A moderate amount	A lot	A great deal
1.	understanding the main concepts	NA	1	2	3	4	5
*	(Teachers: add any others)	NA	1	2	3	4	5