Assessment at Course and Program Level

Seminar Evaluation 

# of participants who answered the Questionnaire:  15

1.       The activities that are most useful to my courses are:

• Developing the end of course instructor self-assessment.
• The faculty interactions at the tables are most useful for feedback on learning outcome goals.
• General features of Assessment forms.
• Classroom assessment techniques (i.e. muddiest point, reading reaction, classroom opinions, polls etc.). Relating self-assessment and instructor evaluation forms etc.
• Simple ways to have continuous assessment during a course.
• End of course instructor Self-Assessment.
• Develop an assessment table (imp averts, measures etc).
• Actually I found it more program oriented rather than course outcomes assessment.
• Free discussion.
• Presentations.
• Going through the types of assessment, and the examples.
• Better implementation of outcomes, measuring parameters.
• CATs. Developing learning outcomes and evaluating them.
• Course outcome assessment and evaluation, the examples of Nesreen were quite useful.
• Assessment criteria- particularly the CATs, charts, table (especially the assessment matrix).
• The mapping of program goals onto classroom goals.
• Discussions about assessment and defining learning goals and outcomes.

2.      The new ideas I got from the Seminar are:

• Alumni surveys for ex-Physics major.
• The new ideas are to many the course outcomes with the criteria measure in my course goals statement. Before I stated them separately, now I have the idea to �daisy-chain� them.
• Relating self-assessment and instructor evaluation forms in order to review course objectives, assignments and teaching methods.
• How to detail and correlate the learning outcomes to the course objectives.
• Use of different assessment techniques.
• Develop an assessment and evaluation plan for my MIT Program.
• To document precisely how each objective and outcomes are evaluated.
• Assessment tools and good references.
• How to go from course objectives to program objectives.
• Exit surveys.
• Design assignments that help evaluate and measure learning outcomes.
• The wide range of assessment tools available.
• Serious change is underfoot! This is very encouraging.
• CATs, exit survey format over time, and idea of a correlation matrix of program outcomes plus educational objectives.
• Strategies to follow in defining learning outcomes and criteria measures. That has to fit within the departmental goals of programs.

3.      Suggestions to improve today�s Seminar:

• Should be more applicable to �real� courses.
• Try to keep faculty to focus on the seminar material. If personal issues with ideas from the seminar come up, there should be a time to address those issues.
• To send via email a summary of the previous seminar on learning outcomes- as a review before participants attend this session.
• To get samples of outcomes from different disciplines e.g. English/others.
• To give a follow up questionnaire to reflect changes in our teaching and assessment.
• Reduce the number of tables presented.
• Seminar should be done on a departmental basis, so that all faculties are aware of the importance of Assessment of learning outcomes at course and program levels (sort of common grounds or basis for all to share and apply).
• I am quite satisfied.
• Avoid the obvious, assume we are all familiar with the basic ideas and let us get into practical approaches.
• More time for practice.
• Spent more time on first section, and have specific information on AUB Policy regarding assessment, i.e. the whole issue of how much are we allowed to put on a final (% wise).
• Better discussion and time management.
• More time to apply the outcome assessment to our courses.
• Perhaps, a little less paper. I kept getting lost in the many packs.
• Uncollapse course and program outcomes. Either time left for exercises.
• Ensure to have groups to work on a particular item. Maybe difficult to satisfy as we have to ensure to have more than one person from each department.

4.      Other Comments:

• Needs more time.
• This would allow more time to do the exercise, which you gave at the end.
• The seminar was very interesting and refreshing. Thank you.
• All this really needs much more time, but thank you.
• It was great. Please let�s have some more.
• Very constructive, impressive! All Faculty members should attend the seminar.
• Coffee and snacks should be distributed at the outset. Some of us have been teaching all day and we don't have time to eat before the seminar.
• Grading is one of the measures considered for outcome learning. However, I noticed grading issues that should be discussed and have common definition AUB-wide, so that measurements of outcomes among several departments could be compared. The seminar is good and useful.