Types of Evaluation
Pre/post student attitudes & efficacy test and 26 student interviews by William J. Straits and Russell Wilke
Two regular tests plus comprehensive final exam; homework, running papers, etc.
Notes:
Beth Hufnagel will report on the national results for this test later in this session. An analysis of two UT classes (mine and another instructor) did not reveal any statistically significant differences. Both classes improved, and although the improvement in my class was bigger, because of large variances, it was not significant.
From the efficacy and attitude study, most of the items showed little change, except that the students thought science to be MORE difficult by the time they finished the course.
The interviews showed a marked contrast among students:
Those who especially valued the activities noted as important: the reiteration of concepts, the chance to visualize concepts, interesting and enjoyable activities, and liked working with peers. Some students found the concepts TOO simple and did not understand the goals of the activities -- they valued reading the textbook more than doing activities. Doing things took them outside their comfort zone. Several were not sure how to take notes concerning the activities, or how to use them to prepare for exams. This points out a direction for future instruction in the classroom - perhaps allowing more time for structured note-taking in place of the three minute paper at the end of class -- notes that could be used during the exams, thus emphasizing the link between concept and test question.