Summative vs. Formative Evaluations

The Dalhousie Student Ratings of Instruction Program is a formal process in which student ratings of instruction data are used for administrative purposes in the Summative evaluation of teaching performance. Summative evaluations are concerned with the overall quality of teaching and so the data collected focuses on those teacher behaviors that are correlated with the desirable outcomes for students.

Formative evaluations of teaching are concerned with the on-going development of teaching and are conducted by individual instructors to explore how the learning process might be best facilitated. Formative evaluations are conducted while the course is still on-going. They usually focus on specific elements of teaching and learning rather than being concerned with the overall performance.

Why Conduct Mid-Term Evaluations?

Mid-Term evaluations are formative evaluations and allow you to address problems and difficulties while the course is on-going. By asking detailed questions, you will receive specific feedback from students on specific items for improvement as well as communicating what you are doing well. Students will often give more extensive feedback in mid-term than end-of-term evaluations because the outcomes will directly affect them. Changes can be implemented and you will be able to compare and contrast the studentsâ original response in the mid-term evaluations with the end-of-term evaluations.

How to Design Mid-Term Evaluations?

You can't address all aspects of the teaching and learning process in one questionnaire. Consider three or four aspects of your course that you would like students to comment upon. Your choices do not have to focus only on problem areas, ask questions about what is going well too. Make sure your questions are clearly worded and open-ended. Avoid questions that will result in a yesâ or noâ response. Choose from the questions below, or design your own questions. Feel free to send you self- designed questionnaire to ODIT for feedback.

Distributing Your Mid-Term Evaluations

Ask students to fill out your questionnaire at the beginning of class rather than at the end of class when they are in a hurry to get to their next class. You should leave the room while they respond to the questionnaire and emphasize that they should not sign the form. Make sure you explain the purpose of the questionnaire to your students, both orally and in a brief written synopsis at the start of the questionnaire (Examples below.) Express your interest in knowing their opinion about what is working and what is not working for them. Have a student collect the completed questionnaires and place then in am envelope.

Responding to Your Mid-Term Evaluations

When you read your studentsâ mid-term evaluations consider the big picture. What are the general trends in the feedback? There may be some items that are impossible to change mid-way through the course, but you should respond to at least one major concern, as the course is still on-going. If you conduct mid-term evaluations and then fail to respond to students' concerns you will undermine your own credibility with your students.

Share the general results of the mid-term evaluations with your students. Indicate to them how you will address significant problems or concerns. Alternatively, you might ask the class to vote on how certain aspects of the course should be changed or enhanced. Students will usually be impressed with the fact that you have taken the time to consider their concerns and to address then immediately.

Possible Questions:

General Questions:

• What do you like best about...lectures/assignments/tutorials /labs/group work?


• What do you dislike most about... lectures/assignments/tutorials/labs/group work?


• What are the strengths/weaknesses of this course so far?


• Do you find that ·..is a useful learning experience?


• What have you learned about the learning process so far this term?


• How useful/productive/applicable was your library/lab/field experience?


• What one thing would you do to improve this course?


• What one thing would you not change about this course?


• What topics interest you that are not currently being covered by the course?


• In what ways has the instructor increased your interest in the course content?


• Which idea/concepts have you found it most difficult to grasp? Why do you find this idea/concept difficult?


• What approaches/aids would facilitate your learning and why?

Course Organization

• How well organized is this course?


• Is the instructor well- prepared for class?


• Are the course and class objectives clear?


• What do you believe the objectives of the course to be?


• Is the grading scheme clearly outlined and reasonable/fair? Why or why not?


• Did the initial class syllabus provide you with all pertinent information (due dates, assignments, readings, outline of course etc.)? What else would you like to see included in the syllabus?

Lectures

• Were the lectures clear/well organized/presented at a reasonable pace for note taking?


• Did the lectures stimulate you intellectually? Why or Why not?


• Do you find the overheads/visuals/audio/use of whiteboard useful/informative/helpful for understanding the course material/complementing the course material? In what ways?


• Do you feel able to ask the instructor questions during lectures? Why or Why not?


• Are student questions answered satisfactorily by the instructor? Why do you feel this way?

Assignments:

• In what way were the assignment directions clear/unclear?


• Did the mid-term test/exam/quiz allow you to demonstrate what you have learned?


• Was the mid-term test/exam/quiz fair? Why or Why not?


• How useful was the feedback you received on your assignment?


• How suitable was the reading material for the 1000/2000/3000 level?


• How accessible/appropriate/related/useful is the textbook for this course?


• In what ways do you find the reading material useful/interesting/thought provoking?


• Did you find the assignments relevant/interesting/challenging? Why or Why not?

Discussion/Work Groups

• Do you feel comfortable participating is small group discussion? Why or Why not?


• Do you feel comfortable participating is large group discussion? Why or Why not?


• Does the instructor facilitate student learning during discussion? In what ways?


• Did the problems worked out in class help you to understand how to work out questions on your own?


• Does the instructor satisfactorily facilitate/stimulate/direct discussion?


• Are classroom discussions too structured/not structures enough?


• Does the instructor encourage student questions/involvement/debate?


• Is the instructor willing to hear and consider alternative points of view to their own?

Labs

• Are the lab assignments/labs/experiment procedures clearly explained?


• Does the instructor allow room for student creativity in the lab? If yes, how?


• How are labs beneficial learning experience?


• Does the instructor provide enough demonstrations? Why or Why not?

Classroom Environment

• In what ways is the format of the class helpful or detrimental to your learning experience?


• Is the instructor suitable accessible for consultation?


• Is the instructor approachable?


• Does the instructor take the time to speak with you one-to-one ?


• Does the instructor deal effectively with disruptions/behavior problems?


• Does the instructor make effective use of email for communication with the students?


• Does the course website provide the necessary material in a user-friendly format?


• How useful/effective is your peer study group?


• Has working in a team environment improved your learning experience?


• Does the instructor know your name?


• Does the instructor show care and concern for your progress in the course?


• Does the instructor have an inclusive teaching style?


• Does the course format allow for various learning styles amongst students?


• Does the course format show preference for a particular kind of learning style?

Sample Introductions to Questionnaires

1. The purpose of this anonymous survey is to provide your instructor with information about his/her teaching effectiveness. It will NOT be used in personnel decisions. Please be as accurate and candid as possible. Thank-you!


OR


2. Please answer these questions honestly and constructively. Your responses will help me to find out how the course is going so far and give me some idea about whether any changes are needed. DO NOT SIGN THE FORM. Your response will be anonymous.


OR


3. Dear Student: Thank you for taking the time to fill out this anonymous questionnaire thoughtfully. The information will be used by your instructor to determine which aspects of the course are particularly good and which aspects need improvement.

Material Adapted in Part from the Following Sources:

Thomas A. Angelo and K. Patricia Cross. "Classroom Assessment Techniques: A Handbook for College Teachers." 2nd edition. San Francisco: Jossey-Bass publishers, 1993.

William C. Rando and Lisa Firing Lenze. "Learning from Students: Early Term Student Feedback in Higher Education." National Centre on Postsecondary Teaching, Learning and Assessment, 1994.

Mary Ellen Weimer, Joan L. Parret, "How am I Teaching? Forms and Activities for Acquiring Instructional Input." Madison: Magana Publications, 1988.

Websites:

• "Create Student Evaluations Online." Developed by the University of Oregan's Teaching Effectiveness Program.
  http://www.wiu.edu/users/mifdo/evals/ (website no longer in use)
  Accessed October 25, 2002


• "Mid-Term Evaluation Questions"
  http://web.princeton.edu/sites/mcgraw/ docs/Evaluation_Question.doc (website no longer in use)
  Accessed: October 25, 2002


• "Field Tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors"
  http://www.flaguide.org/
  Accessed: October 31st, 2002