Comparing student and faculty assessments of the effectiveness of learning activities

Veronica Burrows, Barry W. McNeill, Lynn Bellamy

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

A robustly designed course normally comprises a variety of learning activities, each intended to facilitate the achievement of specific learning objectives to a specific depth or level of learning. In other words, faculty usually design the learning activities of their courses with specific learning objectives in mind. With the implementation of outcomes-based assessment, student self-assessment of their own learning and of the effectiveness of the learning activities in their courses is a significant part of the course and program assessment of learning effectiveness. Students in an introductory engineering class were required at semester's end to assess the effectiveness of course learning activities (homework, projects, lectures, assigned textbook readings, etc) in supporting their achievements of the course learning objectives. This was accomplished through the use of a matrix that mapped each of the course learning objectives to the course learning activities. Instructional faculty: also assessed the intended impact of the course's learning activities, as well as their judgment of the actual effectiveness of the learning activities. Faculty assessments of intended impact fairly closely matched their estimates of actual impact, however, there were significant differences between faculty assessment of effectiveness and student assessments of effectiveness. Detailed results and their implications for using student assessments of the teaching effectiveness of various learning activities will be presented.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference Proceedings
Pages13065-13072
Number of pages8
StatePublished - 2003
Event2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States
Duration: Jun 22 2003Jun 25 2003

Other

Other2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education
CountryUnited States
CityNashville, TN
Period6/22/036/25/03

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ASJC Scopus subject areas

  • Engineering(all)

Cite this

Burrows, V., McNeill, B. W., & Bellamy, L. (2003). Comparing student and faculty assessments of the effectiveness of learning activities. In ASEE Annual Conference Proceedings (pp. 13065-13072)