eval

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SAMPLE COURSE EVALUATION FORM

ATE 604 - Community and the Adult Educator

Course Evaluation - Spring Term

Instructions: The following includes several statements designed to help evaluate the course and to help me and other faculty where needed in improving future courses taught via Parti, our distance education computer conferencing system. Each statement or item requires a certain response based on your opinion. In addition, if you wish to add any evaluative remarks, open-ended discussion, recommendations, etc., please use the backs of these sheets. Please do not sign your name unless you have a particular reason for wanting me to know it.

I. Following are several of the techniques used to present information or to promote learning during the semester. Please circle the number on the three-point scale that represents your opinion as to the frequency of use. In other words, in another semester or course where Parti is used as the primary delivery mechanism, would you hope there was less, the same, or more of the technique?

Technique
Less Same More

A. Study guide information on the course (basic information & learning activities)
1

2

3

B. Discussion of study guide materials
1

2

3

C. Participant shared materials via Parti
1

2

3

D. Large group discussion via Parti
1

2

3

E. Small group discussion via Parti
1

2

3

F. Learning partner discussion and activity via Parti
1

2

3

G. Debate activity and discussion via Parti
1

2

3

H. Polling via Parti
1

2

3

I. Initial face-to-face orientation to Parti
1

2

3

J. Suggested reading -- text book/study guide
1

2

3

K. Suggested reading -- other than above
1

2

3

L. Availability of video, etc. on media reserve at Bird Library
1

2

3

M. Availability of library reserve readings
1

2

3

N. Learning activity requirements
1

2

3

O. Feedback on progress from instructor
1

2

3

P. The role of the instructor as a facilitator of the learning process
1

2

3

Q. Use of learning contracts
1

2

3

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II. The following are the content areas over which some time was spent during the course. Please circle the number on the three-point scale that represents your opinion as to the time you feel should have been spent on the topic during the semester.

Content Area
Less Same More

A. Getting started - acquainted with Parti and related technology
1

2

3

B. Assessing needs and completing learning contracts
1

2

3

C. Developing a definition of community
1

2

3

D. Building a community or agency planning model
1

2

3

E. Activating the educative community
1

2

3

F. Power structure analysis
1

2

3

G. Community study techniques and information
1

2

3

H. Assessing community needs
1

2

3

I. Community coordination and cooperation
1

2

3

J. Change agents and community intervention strategies
1

2

3

III. The following relates to the various materials contained in the study guide. Please evaluate them in an open-ended fashion. In other words, did you find them informational and educational, should such materials be discussed in greater detail, should other types of information be contained in a study guide for a course taught via Parti, etc.? (continue your comments on the back side of this page if needed)

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_____________________________________________________________________________________________________

IV. In an open-ended fashion, please evaluate the text:

_____________________________________________________________________________________________________

V. Please evaluate the use of a text book, supplemental readings provided in a study guide, and suggested other readings or resources as aids for stimulating thinking and electronic discussion.

_____________________________________________________________________________________________________

VI. The learning contract is intended as a vehicle to help you individualize your route through a course. Did it serve that purpose for you? Feel free to add any other thoughts you may have regarding learning contracts.

_____________________________________________________________________________________________________

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VII. Computer conferencing obviously has strengths and weaknesses. Please list some that come into your mind after having participated in a semester-long course via Parti.

_____________________________________________________________________________________________________

VIII. Please suggest ways you would change the course if it were to be taught again via computer conferencing.

_____________________________________________________________________________________________________

IX. Facilitating a course via computer conferencing requires some different roles for instructors. Having participated in the course, how would you recommend I do things differently in another time?

_____________________________________________________________________________________________________

X. There were certain combinations of individuals in some groups that triggered either lots of discussion or very little discussion. We even talked about this some during the course. Please provide any thoughts you have on how to trigger discussion, the importance of discussion, the role of the instructor in promoting discussion, etc.

_____________________________________________________________________________________________________

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XI. The general purpose of this course was stated in the study guide as follows: The purpose of the course is to provide an opportunity for Adult Education students, community workers, and any other interested people to develop skills in dealing with the community and its educational problems.

Was this accomplished for you? ___ Yes ___ Partially ___ No

Please provide any appropriate explanation below.

_____________________________________________________________________________________________________

XII. As we discussed at the beginning of the course, the use of such techniques as learning contracts, reading logs, and discussion activities is fundamental to individualizing the instructional process. Individualizing also is based on individual student initiative, self-directed learning assumptions, and the use of the instructor as resource and facilitator. Please evaluate the effectiveness of this class based on these statements. In other words, did you have the freedom you wanted, yet some guidance from the instructor? Were you stimulated and challenged to learn, grow, and change? Did you have a quality learning experience? Were you able to think critically about what it means to be an effective community adult educator? Did you learn regarding studying and understanding communities? Were you able to individualize your own learning in a manner satisfactory to your needs and expectations? Please provide any appropriate explanation below.

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_____________________________________________________________________________________________________

This concludes the structured portion of your evaluation. If you have additional comments and suggestions, please include them on the remainder of this page or on the back. This could include an evaluation of the instructor, the value of the bulletin board and the student center topics we established on Parti, the value of posting various topics, etc.

THANK YOU!

_______________________________

Go to the bibliography.

Return to the book's table of contents.

Return to the book's index.

Return to the first page.

Technique	Less	Same	More
A. Study guide information on the course (basic information & learning activities)	1	2	3
B. Discussion of study guide materials	1	2	3
C. Participant shared materials via Parti	1	2	3
D. Large group discussion via Parti	1	2	3
E. Small group discussion via Parti	1	2	3
F. Learning partner discussion and activity via Parti	1	2	3
G. Debate activity and discussion via Parti	1	2	3
H. Polling via Parti	1	2	3
I. Initial face-to-face orientation to Parti	1	2	3
J. Suggested reading -- text book/study guide	1	2	3
K. Suggested reading -- other than above	1	2	3
L. Availability of video, etc. on media reserve at Bird Library	1	2	3
M. Availability of library reserve readings	1	2	3
N. Learning activity requirements	1	2	3
O. Feedback on progress from instructor	1	2	3
P. The role of the instructor as a facilitator of the learning process	1	2	3
Q. Use of learning contracts	1	2	3

Content Area	Less	Same	More
A. Getting started - acquainted with Parti and related technology	1	2	3
B. Assessing needs and completing learning contracts	1	2	3
C. Developing a definition of community	1	2	3
D. Building a community or agency planning model	1	2	3
E. Activating the educative community	1	2	3
F. Power structure analysis	1	2	3
G. Community study techniques and information	1	2	3
H. Assessing community needs	1	2	3
I. Community coordination and cooperation	1	2	3
J. Change agents and community intervention strategies	1	2	3