Differences
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| astro300_f18:day8 [2018/09/26 19:05] – created ccheng | astro300_f18:day8 [2018/10/04 03:57] – [Midsemester Evaluations (20 min)] ccheng | ||
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| * There is a department wide, official end of semester eval, but by then it's too late to fix things for your current students. | * There is a department wide, official end of semester eval, but by then it's too late to fix things for your current students. | ||
| * The point of student feedback at mid-semester is to allow you to adjust your section and teaching style as necessary to match your current students' | * The point of student feedback at mid-semester is to allow you to adjust your section and teaching style as necessary to match your current students' | ||
| - | * However, take the responses with a grain of salt (Ay 10 student don't always know what's best for them)! | + | * However, take the responses with a grain of salt! |
| (5 min) What are some components of a midsemester evaluation? | (5 min) What are some components of a midsemester evaluation? | ||
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| * You should make sure you take some time to go over the results in a later session | * You should make sure you take some time to go over the results in a later session | ||
| * If you have quantitative questions, this might include averages, or distributions. | * If you have quantitative questions, this might include averages, or distributions. | ||
| - | * You should make sure students are able to fill them out anonymously. | + | * You should make sure students are able to fill them out anonymously. Set aside 5 full minutes at the end of section for your students to complete the evaluation, and leave the room when they do so. |
| * Your mid-semester should be short (1 sided to 2 sided max). | * Your mid-semester should be short (1 sided to 2 sided max). | ||
| * It's a good idea to read through all your evals twice after you receive them: 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 all your evals twice after you receive them: 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). | ||
