University of New Mexico - Valencia Campus
Teaching & Learning Center
Student Evaluations
The following forms were developed by the 1995 Business Services Committee working with a federal grant to implement the Hawaii School-to-Work Opportunities system. The assessment forms were designed for business services instruction. They can be used by others, however, as models for developing similar assessment tools for other disciplines. http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/BSrate.htm
Explain what we need to do to have a good evaluation and observation & what we need to do to improve observation and evaluation of students. http://www.uab.edu/uasomume/cdm/observe.htm
Student rating forms, also called student end-of-course questionnaires or student evaluation forms, are traditionally administered at the end of the term to solicit student evaluations of a course. Many campuses have standard rating forms that all faculty administer and centralized procedures for analyzing the data. http://teaching.berkeley.edu/bgd/ratingforms.html
This diagram indicates (1) some different purposes of tests that are helpful to recognize at the outset, (2) four levels of topics that need to be addressed when creating a test or set of tests, and (3) the relationship between course goals, teaching and learning (T/L) activities, and assessment and feedback. http://www.ou.edu/idp/tips/ideas/makingtests.html
The first big step in evaluating student learning is to recognize that you need to use different mechanisms for evaluating different kinds of student learning. That means you first need to identify the different kinds of learning you hope to general in your course; then, for each kind of learning, identify an appropriate means of evaluating that kind of learning. http://www.ou.edu/idp/tips/ideas/review.html
We strongly urge all teachers to get some form of feedback from their students in the third or fourth week of the term. Getting feedback early enables you to adjust your teaching in time to make a difference. http://bokcenter.harvard.edu/evals/FACevalns.html
Distributing index cards several times during the semester and asking students to give you feedback on the course
http://teaching.berkeley.edu/compendium/suggestions/file96.html
Formative evaluation can be especially helpful if you are teaching a new or substantially revised course, adopting a new text or lab manual, or experimenting with a new mode of instruction. Many faculty members routinely administer specially tailored mid-quarter evaluations. Generally, they report that these evaluations dramatically improve their communication and rapport with students, even if there are few basic changes that they are able to make in the course that term. http://teaching.berkeley.edu/compendium/suggestions/file105.html
Another teacher also uses the letter or telegram approach to evaluation, but asks that the telegrams describe the course to date.
http://teaching.berkeley.edu/compendium/suggestions/file106.html
A critical aspect of conducting a mid semester evaluation is to let students know that their comments have been thoughtfully considered. At the very next class meeting, thank the students for their comments and their suggestions and give a brief, non-defensive account of those suggestions you can use this term, those which must wait until the next time you teach the class and those which you either cannot or, for pedagogical reasons, will not change. http://teaching.berkeley.edu/compendium/suggestions/file109.html
There are a number of standard question forms to chose from, or create your own custom form.
http://trc.ucdavis.edu/trc/services/evaluation/instinit.html
This chapter covers the different ways to get feedback about your teaching. The more information you gather about your teaching, the more informed you will be about organization, planning, implementation, and assessment that will be beneficial both to your students and to you. http://online.fsu.edu/learningresources/handbook/instructionatfsu/PDF-Chptr14.pdf