ASSESSMENT

Each time we in Academic Technology work with an instructor, we ask that they reflect with us on how things went…

cycle of reflective teaching: reflect, plan, teach, assessOn our blog, you can see a list of some of the Carleton faculty who we have collaborated with us and one of the summaries we did for clicker use.

We have feedback forms specific to each technology or technique and work with the instructor to adapt it to their particular needs. Typically we ask students questions to assess…

  • Their past experience with the technology or technique
  • Their experience with our training
  • If they support beyond the training was sufficient
  • How they feel their learning–in this course and beyond–was impacted

Depending on the situation, we administer the feedback form in person or electronically and we often ask the faculty member to complete a feedback form as well.
Please don’t hesitate to reach out to Janet or Celeste (jrussell@carleton.edu or csharpe@carleton.edu) if you have any questions or concerns or would like to work with us!

Read more about our ongoing assessment efforts!

  • Oral Communication and Technology
    Teaching Oral Communications with Technology from Carleton Academic Technology on Vimeo.
  • Tutee or Not Tutee: Who should be on camera in your Instructional Video?
    Effective instructional videos can vary in style.  This short video, inspired by an Arizona State University study, reveals preferences and effectiveness in two different styles: Should you teach to the camera/viewer or Should you teach a student who is also on camera and film that interaction? This video featuring Dann Hurlbert, Carleton College's Media & Design…
  • Instructional Video Workshops Fill up Fast!
    I'm already excited to be a part of the team hosting this Instructional Video Workshop at Carleton in late July!  Attendees will not only take-way a concrete and replicable process for creating process, but they'll create [at least] 3 Instructional Videos they can start using right away.  The seats filled-up so fast, there is no…
  • Clicker Assessment Summary: 2016-1018
    SUMMARY Academic Technology has conducted short assessments of in-class clicker use across several 100 level courses in the sciences and social sciences in both the 2016-17 and 2017-18 academic years. For all courses surveyed, the students agreed that clickers made class more engaging by helping them participate more openly, increase their attention in class, think…
  • I Just Know...
    A recent Science Post satirical article titled, “I just know” replaces systematic reviews at the top of the evidence pyramid, is a pretty funny read with a darker side. While the article focuses on medical science (“There is no science backing up my claim that the homeopathic pill cured their cold, but in my gut…
  • Assessment Analysis
    Effective Instruction begins by determining your desired learning outcomes and then designing effective and varied assessments. There are countless ways to assess students–methods that are both traditional and non-traditional. I strongly recommend using both. For hundreds of years “traditional” education & assessment has delivered objective data. Schools, universities, businesses, governments, and entire societies have placed…
  • Assessment & Evaluation
    Wow. We’ve known for some time that student course evaluations are dubious gauges for teaching effectiveness. And we’ve known that there is gender bias in evaluation responses. But WOW. This article still really packs a punch. The study featured in this article suggests evaluations are, “actually better at gauging students’ gender bias and grade expectations…
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