The chart above illustrates the average response across all Art & Design classes I taught during each semester indicated in the key to the right. This is not a completely comprehensive view, as I do not have evaluation data for a couple of classes and none for the fall 2008 semester.
As a reminder, the statements on the teacher evaluation are (keyword on chart in bold):
- The instructor made me aware of the grading system.
- The instructor was enthusiastic about the subject.
- The instructor was well prepared.
- The instructor explained the course material clearly.
- The instructor answered students’ questions.
- The instructor was accessible to me.
- The instructor was interested in the students.
- The instructor served as a Christian role model.
- I would recommend this instructor to other students.
The numerical scale is as follows:
- Strongly Disagree
- Disagree
- Somewhat Agree
- Agree
- Strongly Agree
REFLECTIONS ON EVALUATIONS
Honestly, I am skeptical of the relevance and usefulness of the data from teacher evaluations – specifically the quantitative information. There are many factors affecting the student responses including: their standing in the class at the time of the evaluation, fatigue (evaluations typically offered late in the semester) and nature of their relationship with the professor. It may be difficult for some students, maybe most, to approach the evaluations with an objective, non-emotional attitude. That, coupled with the fact that evaluation scale – “Strongly Disagree” to “Strongly Agree” – has no clearly defined baselines/benchmarks, brings a significant amount of subjectivity into the quantitative data. This is why I tend to spend more time reflecting on the qualitative data collected through the students’ written responses. Those comments typically provide me with more meaningful information and suggestions to help improve my classes.
Quantitative Data
Looking at the chart above, there is a fairly consistent range of responses ranging from “Somewhat Agree / Agree” to “Agree / Strongly Agree”, with the majority of responses falling between “Agree” to “Strongly Agree.” Most of the data points for each semester are fairly “flat” and fall within 0.5 of each other on the numerical scale, with the exception of four semesters: fall 2010 (grading system and explained), spring 2011 (accessible), fall 2011 (grading system and explained) and fall 2013 (prepared and accessible). Although these data points are out of the typical range, it should be noted that they are still in the “Somewhat Agree / Agree” range. Still, it is worth looking a little more at issues regarding my grading system, explanation of course material and accessibility.
Qualitative Data
NOTE: I’ve included selected student comments for several classes I’ve taught in the Teaching Responsibilities & Related Activities section under the “Courses Taught” heading. Click the >>Link to Supplemental Information under the course descriptions to navigate to a page with a link to the evaluation data.
Following are four common themes, and my reflection on each, that are apparent through student comments:
- Enthusiastic & Enjoyable: I have received numerous comments regarding my enthusiasm and the enjoyable environment created in the classroom. Students take notice of my excitement about the subject matter, the approachable manner in which I deliver course content, and the enjoyment I have in my job. This makes it fun for them. Imagine that. Obviously, this is encouraging for me to hear and I have every intention of keeping my enthusiasm up in the future. This is an easy one for me because I truly enjoy what I do, and I am energized by the students I work with on a daily basis.
- Knowledgable & Interested: Students recognize my expertise in the field and appreciate the knowledge I share with them. Some note my strong background in architecture as a strength in the classroom. They also clearly feel that I care for them as individuals and am truly interested in helping them learn. They see this expressed through one-on-one attention, constructive criticism and helpful suggestions. I am interested in each student, and I do want to see them succeed. I feel like they need to know that and see it through my interactions with them. As for knowledge, I am an eternal student myself and always looking to learn something new. I make this evident to my students – we get to figure some things out together, which provides a great model of learning.
- Unclear Expectations: Several comments state the need for clearer communication of my grading system and project requirements. This is reflected to some degree in the chart above as well. This is something I continue to refine on a regular basis. I attempt to provide as much objective criteria on an assignment as is necessary, but much of the assessment ultimately depends on the students engagement, effort, execution, and subjectivity. This is why most of my project grading is split evenly between process and product, which also fits with my teaching philosophy. I feel I have gotten better about setting project-appropriate timelines with clear expectations, but something I will continue to monitor and improve.
- Faster Feedback: Students mention that they would like to receive grades and feedback sooner. Several do not feel they receive them in a timely manner, and this reduces my effectiveness as a teacher. This is another issue I am clearly aware of and continually trying to improve. Part of the solution is for me to establish clear deadlines for grading, which I haven’t done a good job of in the past. However, part of this is the student’s responsibility to be aware of their performance throughout a project. Most of the feedback offered in my classes is instant – it is a direct response to the work at hand as I sit next to them at their board/computer. In that sense, the students are always aware of where they stand, even if there isn’t a numerical or letter grade attached to it. Sometimes, I feel their disappointment when receiving a grade is simply confirmation of something they already knew.