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SATAL Students Assessing Teaching and Learning

Presenters: Robert Ochsner Adriana Signorini

SATAL Students: Celina Chun, Alex Tani, Edward Smith, and Chris Gehrmann

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Participants will be able to…

1) Gain familiarity about how the program works

2) Outline some ways of collecting indirect evidence of SLOs

3) Know how to request the SATAL service

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SATAL Students Assessing Teaching and Learning

Students respond to the instructors’ invitations to gather classroom data

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SATAL Students Assessing Teaching and Learning

Assessment Support Service:Collect Indirect evidence in support of

Students Learning Outcomes (SLOs) Indirect evidence = results obtained from

surveys, interviews, focus groups, class observations, and anything else that elicits opinions about student learning

Direct evidence = quizzes, exams, essays, projects, course portfolios and anything else that represents actual student performance as learners.

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Which provides indirect evidence?

1 2

0%0%

1. Quiz2. Focus Group

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Class videotaping provides indirect evidence

1 2

0%0%

1. Yes2. No

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Which provides indirect evidence?

0%

0% 1. Exam2. Survey

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SATAL Students Assessing Teaching and Learning

Assessment Support Service:Collect Indirect evidence in support of

Students Learning Outcomes (SLOs) for formative assessment

Formative Assessment

Summative Assessment

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Which option provides formative assessment?

0%0%

1 2

101. Mid-course evaluations2. Final course evaluations

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Ways to work with SATAL

1) Class interviewing:- a quick manner of informing faculty about what the students like and their suggestions for the class.

Options for Instructional Faculty:

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Class Interviewing - Sample Report

What helps students learn in this class:

Computer exercises. (6) The teacher: Sincerity (5) *Enthusiasm (3) *Builds up/motivates the students

“great job” “yes, that’s right!” (3) Wants all of the students to succeed

(3) *Sense of humor *Informs the class of outside

activities, scholarships, etc. Takes extra time (before class) to

explain things Open office hours—students can get

help Workbook exercises (4) Examples from the teacher’s

personal experience (4) Going over problems in class (3)

What hinders students’ learning in this class:

*Teacher doesn’t always go over the exercises thoroughly (5)

*Students don’t feel prepared for the tests (3) *Lectures: Rushed and vague (2) Teacher sometimes gets off on a tangent (2) Not always clear Course structure is not clearly defined—not

sure what the goals of the class are

Suggestions the students have for improving this class:

*A better book is needed. (3) *More hands-on activities in the first few

weeks of class (2) Course Outline More scheduled time to work with computer Going step-by-step over the things the

students need to learn Review more often More examples Course outline

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Ways to work with SATAL

Options for Instructional Faculty:

2) Focus Groups:- leaders will facilitate discussion, to produce a professional summary report.

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Ways to work with SATAL

Options for Instructional Faculty:

3) Mid/end course evaluations:- proctors will distribute and collect a faculty-designed questionnaire and then tabulate and write a summary report of findings

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Ways to work with SATAL

Options for Instructional Faculty:

4) Class Observations: -observers who will describe (rather than

evaluate) what goes on in the classroom with regard to time spent in questioning, board work, small groups discussion, etc.

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Class Observation – Sample report

3:44 – Professor changes slide. Professor asks the TA to send an email regarding one of the slides. Professor says what is on the slide is crucial to his class and many students begin to write on their notes. Professor states his SLO’s he expects from the class and many students copy this information down.

3:45 – Professor explains terms that were used previously in the lecture. Some students taking notes, some on the Internet, one side conversation.

  3:46 – Professor changes slide and tells a joke.

  3:49 – Professor states he will be calling on people in the class to answer the 3

questions on the slide and says it will be ok for the students to talk to their neighbors. Professor calls on a student by their first name. Student answers without problem and the Professor gives encouraging words. Second question is asked to another student, she answers the question wrong. The Professor gives her encouraging words and thanks her for trying. Professor then asks the students around her for the answer, and tells the rest of the students they can feel free to discuss with their neighbors if they are unsure. The same student gives a second answer. The Professor then talks to the class and describes the answer. A few students raise their hands to elaborate on the answer and the Professor picks one. The Professor then gives encouraging word to the entire class and answers the question on his own.

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Ways to work with SATAL

5) Class videotaping:-The student will film

class, creating a DVD for the faculty to discuss what goes on in the class.

Options for Instructional Faculty:

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How does the program work?

Complete a request form online Select an option and fill out the form with name, e-

mail address, and office telephone number to arrange for an initial visit with the coordinator.

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How does the program work?

Meet with coordinator to clarify expectations

Verify details such as class time and place

Plan a follow-up meeting

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How does the program work?

Feedback is more effective when information is gathered from a number of sources

Continue in the program and select another option

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How does the program work?

Complete the program feedback

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SATAL Options:

Provide the instructor with descriptive, objective reporting

Allow students to reflect on courses in a non-threatening manner

Supplement student evaluations and peer reviews

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SATAL Students Assessing Teaching and Learning

To request the SATAL service:complete a request form at:Center for Research on Teaching Excellence

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SATAL Students Assessing Teaching and Learning

References:Brinko, K. (1993). The Practice of Giving Feedback to

Improve Teaching. Journal Of Higher Education, Vol. 64, (5),574-593

Ramsden, P. (2003). Approaches to Learning. In Learning to Teach in Higher Education (2nd ed.), pp 39-61. London: RoutledgeFalmer

Smith, T. W.,and Colby, S. (2007). Teaching for Deep Learning. The Clearing House, 80(5), 205-210.

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SATAL Students Assessing Teaching and Learning

Other ideas? Please contact:

Adriana SignoriniIn person AoA 111By phone (209) 228-4766By e-mail asignorini@ucmerced.edu