Summative Evaluation
Summative Evaluations will take place in three ways: student review, review of college records, and recording lab technician/teaching assistant review.
Student Summative Evaluation
The student summative evaluation of the instructional design will be included in the typical end-of-semester student evaluations.
Summative questions for student review
1. How did you feel about the instruction? Too hard? Too easy?
2. How long did it take you to complete the homework readings and recording assignment?
3. Were the readings helpful in completing the assignment?
4. Were course instructions easy to understand? Easy to follow?
5. What could be done to improve the way course material was organized or presented?
6. Were the expectations of the recording assignments realistic?
7. Do you feel that the assessments of the course accurately measured what you learned?
8. How much time per week did you spend, outside of class, in the recording lab?
9. Was the technology provided for recording labs adequate for your practice?
This information will be used to update the instructional design prior to the next time the course is offered.
Review of College Records
College records will be reviewed and analyzed to see if there are any indicators to the quality of the instructional design.
Grading and Registration
1. What percentage of students passed the course with a C or better? What percentage earned A’s? What percentage failed?
2. How many students register for the course next semester? Is there a difference or a trend?
Too many students failing a class, or too many receiving perfect marks, may indicate a weakness in the instructional design. Additionally, if there is a trend of decreasing enrollment, that may indicate a summative problem with the instructional design product. It should be noted that these observations are not deterministic. For example, a problem may exist with the facilitator (not the instructional design itself), student enrollment interests may vary for tangential reasons, or this last semester may have included a learner cohort of geniuses. But, regardless, the observations of trends in grades and enrollment may indicate a need to explore the instructional design more deeply.
Recording Lab Technicians/Teaching Assistants
The staff (lab techs/TAs) who helps facilitate the course may be invaluable resources for summative assessments. They will have a unique perspective to help inform changes to the instructional design.
Summative questions for lab tech/TA review
1. How do you feel the instructional design unfolded over the course of the semester? Did it make sense (rational, linear)? Was anything neglected or overlooked?
2. If you were designing this course, what would you do differently?
3. What were problems that arose due to the design of the course? What was designed well?
5. Regarding the questions you received during recording studio lab hours, what could have been better expressed in the classroom?
This information will be used to update the instructional design prior to the next time the course is offered.
Student Summative Evaluation
The student summative evaluation of the instructional design will be included in the typical end-of-semester student evaluations.
Summative questions for student review
1. How did you feel about the instruction? Too hard? Too easy?
2. How long did it take you to complete the homework readings and recording assignment?
3. Were the readings helpful in completing the assignment?
4. Were course instructions easy to understand? Easy to follow?
5. What could be done to improve the way course material was organized or presented?
6. Were the expectations of the recording assignments realistic?
7. Do you feel that the assessments of the course accurately measured what you learned?
8. How much time per week did you spend, outside of class, in the recording lab?
9. Was the technology provided for recording labs adequate for your practice?
This information will be used to update the instructional design prior to the next time the course is offered.
Review of College Records
College records will be reviewed and analyzed to see if there are any indicators to the quality of the instructional design.
Grading and Registration
1. What percentage of students passed the course with a C or better? What percentage earned A’s? What percentage failed?
2. How many students register for the course next semester? Is there a difference or a trend?
Too many students failing a class, or too many receiving perfect marks, may indicate a weakness in the instructional design. Additionally, if there is a trend of decreasing enrollment, that may indicate a summative problem with the instructional design product. It should be noted that these observations are not deterministic. For example, a problem may exist with the facilitator (not the instructional design itself), student enrollment interests may vary for tangential reasons, or this last semester may have included a learner cohort of geniuses. But, regardless, the observations of trends in grades and enrollment may indicate a need to explore the instructional design more deeply.
Recording Lab Technicians/Teaching Assistants
The staff (lab techs/TAs) who helps facilitate the course may be invaluable resources for summative assessments. They will have a unique perspective to help inform changes to the instructional design.
Summative questions for lab tech/TA review
1. How do you feel the instructional design unfolded over the course of the semester? Did it make sense (rational, linear)? Was anything neglected or overlooked?
2. If you were designing this course, what would you do differently?
3. What were problems that arose due to the design of the course? What was designed well?
5. Regarding the questions you received during recording studio lab hours, what could have been better expressed in the classroom?
This information will be used to update the instructional design prior to the next time the course is offered.