Sample Course Evaluation Questions for Courses Using Hpc Technology
Sample course evaluation questions for courses using HPC technology Courtesy of the LEAD Center,
University of Wisconsin-Madison Below is a list of sample survey questions that one might use to evaluate course impact and learning gains in a course that incorporates HPC technology. The list includes questions about student background, the impact the course had on students’ interest and confidence in certain skills, and the effectiveness of various elements of the course in promoting student learning and engagement. These questions are meant as examples of the types of questions an instructor might want to ask. Course instructors should choose only those questions that are relevant to the activities in their course and modify the wording or add questions as needed. Additional suggestions for survey questions and how to analyze them may be found at the website for the Field-tested Learning Assessment Guide (FLAG) at http://newtraditions.chem.wisc.edu/FLAG. When using a survey to evaluate the impact of your course, it is best to administer one survey at the very beginning of the semester (within the first week of classes starting) and a second survey in the last week of classes. The more students who fill out a survey, the better, so it often helps to make the survey part of a required homework assignment. An alternative, if you are willing to take up the class time, is to have students fill out the surveys in class. These surveys can be anonymous (and in some cases students may be more honest if their identities are concealed), but anonymity comes at a price: To get the most out of your survey analyses, you will want to match the baseline data from the first survey with the outcome data from the last survey for each student, in which case you will need a student ID# or other consistent identifier on both the first and last survey. If you can figure out a way to assign a random ID# that preserves each student’s anonymity, feel free to try, but
University of Wisconsin-Madison Below is a list of sample survey questions that one might use to evaluate course impact and learning gains in a course that incorporates HPC technology. The list includes questions about student background, the impact the course had on students’ interest and confidence in certain skills, and the effectiveness of various elements of the course in promoting student learning and engagement. These questions are meant as examples of the types of questions an instructor might want to ask. Course instructors should choose only those questions that are relevant to the activities in their course and modify the wording or add questions as needed. Additional suggestions for survey questions and how to analyze them may be found at the website for the Field-tested Learning Assessment Guide (FLAG) at http://newtraditions.chem.wisc.edu/FLAG. When using a survey to evaluate the impact of your course, it is best to administer one survey at the very beginning of the semester (within the first week of classes starting) and a second survey in the last week of classes. The more students who fill out a survey, the better, so it often helps to make the survey part of a required homework assignment. An alternative, if you are willing to take up the class time, is to have students fill out the surveys in class. These surveys can be anonymous (and in some cases students may be more honest if their identities are concealed), but anonymity comes at a price: To get the most out of your survey analyses, you will want to match the baseline data from the first survey with the outcome data from the last survey for each student, in which case you will need a student ID# or other consistent identifier on both the first and last survey. If you can figure out a way to assign a random ID# that preserves each student’s anonymity, feel free to try, but