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| astro300_f16:day6 [2016/09/21 18:54] – [Midsemester Evals (15 minutes)] ccheng | astro300_f16:day6 [2016/09/21 19:02] (current) – [Midsemester Evals (15 minutes)] ccheng | ||
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| * Your mid-semester should be short (1 sided to 2 sided max). This one is just super long to give you different examples on how to approach it. You should feel free to take what you like | * Your mid-semester should be short (1 sided to 2 sided max). This one is just super long to give you different examples on how to approach it. You should feel free to take what you like | ||
| * Going over Carina' | * Going over Carina' | ||
| + | * Question 1: Useful to know how serious to take the evaluation comments (i.e. take it more seriously if a student attends all the time). | ||
| + | * Question 2: Free response allows students to express themselves. | ||
| + | * Question 3: Take it with a grain of salt, because most students want more lectures. | ||
| + | * Question 4: Another free response. | ||
| + | * Questions 5-8: Useful to gauge how the difficulty of section compares with the class as a whole, and whether you're hitting a middle-ground level of difficulty in section. | ||
| + | * Questions 9-10: Fun, extra questions. Pros: makes the evaluation less formal and fun to read. Cons: can get some inappropriate responses (Carina got a bunch of pick-up lines once and also a phone number) and worrisome responses (one person said they'd be pluto because no one cares about them and they' | ||
| * After the eval is filled out: (1 min) | * After the eval is filled out: (1 min) | ||
| * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment). | * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment). | ||
