Assessing and Tracking Teaching Effectiveness

 
Summative Evaluation:

Before we look at the formative evaluation process, let's first examine the essential elements of the planning-teaching-assessment process for any given class. The following figure depicts the three essential elements of the planning-teaching-assessment process for a Math 101 algebra course:

planning-teaching-evaluation

Planning-teaching-assessment 

Learning Plan—the initial planning for the semester's learning is critical for the success of the teaching and learning experience. EvalTools® provides features to build the learning plan. The typical elements of a learning plan consist of (a) the course description; (b) course outcomes; (c) the course outline; (d) course assessment methods; (e) grading policy; and (f) course outcomes assessment criteria, etc. The effectiveness of the teaching and learning experience relies on this initial planning stage.

Building the Course Portfolio—with well-defined course outcomes, EvalTools® assists you in tracking key assignments for success in meeting each course outcome. Grades submitted for each designated key assignment are computed by EvalTools® to necessary performance vectors for the assignment. By doing so, EvalTools® essentially gathers all relevant material as objective evidence to form the course portfolio for you.

FCAREvalTools® provides an end-of-semester report that captures your reflection of the course. It is a brief report that contains (a) a course description; (b) course outcomes; (c) grade distribution; and (d) action items, and a section on course outcomes evaluation.

As an illustration, the following figure is a snapshot of course outcomes assessment of an FCAR. In this example, the course outcomes assessment section contains (1) a paragraph that briefly describes the EMAU performance vector used for this course; (2) a restatement of the course outcome to be satisfied to ensure clarity; (3) the key assignment title; (4) justification of the key assignment; (5) the computed EAMU vector for this key assignment; and (6) a computed group EAMU vector for a group of key assignments used to satisfy this course outcome, if multiple key assignments were used, and the total average of the EAMU performance vector. The performance vector results are color-coded to indicate a problem area, red, a concern area, yellow, an excellent area if green, or no concerns if white. In general, if the EAMU vector is red, it indicates a problematic area. However, you should determine how to interpret the results accordingly. Regardless, the course outcomes assessment component of the FCAR readily gives the necessary summative evaluation information.

 course outcomes assessment - summative

Course outcomes assessment - summative evaluation