UCCS Assessment - CAT - Student Assessment of Learning Gains (SALG)<= /title>  <link rel=3DthemeData href=3D"UCCSSALG_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"UCCSSALG_files/colorschememapping.xm= l">  <style>  </style>  <link href=3D"file:///C:\Documents%20and%20Settings\cworks\My%20Documents\i= con.JPG" rel=3D"shortcut icon">  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> From: &= nbsp; &nbs= p; = Saved by Windows Internet Explorer 7<o:p></o:p> Sent: &= nbsp; &nbs= p; &= nbsp; Wednesday, February 28, 2007 1:14 PM<o:p></o:p> Subject: &nbs= p; &= nbsp; <sp= an style=3D'font-family:"Calibri","sans-serif";mso-bidi-font-family:Calibri; color:black'>UCCS Assessment - CAT - Student Assessment of Learning Gains (SALG)<o:p></o:p> <o:p> </o:p> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 cellpadding=3D0 wi= dth=3D879 style=3D'width:659.25pt;mso-cellspacing:0in;mso-yfti-tbllook:1184;mso-padd= ing-alt: 0in 0in 0in 0in'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes;height:71.25pt'> <td width=3D877 style=3D'width:657.75pt;padding:0in 0in 0in 0in;height:71= .25pt'> <![if !vml]><map name=3DMicrosoftOfficeMap0><area shape=3DRe= ct coords=3D"0, 0, 299, 59" href=3D"http://www.uccs.edu/" target=3D"_self" alt=3D"main page"><area shape=3DRect coords=3D"510, 17, 604, 34" href=3D"http://www.uccs.edu/~webdept/az/AZdir.php" target=3D"_self" alt=3D"a to z search"><area shape=3DRect coords=3D"614, 17, 685, 36" href=3D"http://tle2.uccs.edu/webcal/month.php" target=3D"_self" alt=3D"uccs calender"><area shape=3DRect coords=3D"691, 17, 764, 35" href=3D"http://www.uccs.edu/directory/directo= ryb.htm" target=3D"_self" alt=3D"uccs directory"><area shape=3DRect coords=3D"767, 18, 817, 36" href=3D"http://web.uccs.edu/ur/pr.htm" target= =3D"_self" alt=3Dnews><area shape=3DRect coords=3D"823, 18, 860, 35" href=3D"http://www.uccs.edu/campusinfo/campusinfo_form.htm" target=3D"_se= lf" alt=3Dhelp></map><img border=3D0 width=3D860 height=3D59 src=3D"UCCSSALG_files/image001.gif" usemap=3D"#MicrosoftOfficeMap0" v:sha= pes=3D"_x0000_s1026 _x0000_s1027 _x0000_s1028 _x0000_s1029 _x0000_s1030 _x0= 000_s1031 _x0000_s1032"><![endif]><![if !vml]><img width=3D874 height=3D93 src=3D"UCCSSALG_files/image003.jpg" alt=3D"template header" border=3D0 v:= shapes=3D"_x0000_i1025"><![endif]><o:p></o:p> </td> </tr> <tr style=3D'mso-yfti-irow:1;mso-yfti-lastrow:yes'> <td width=3D877 style=3D'width:657.75pt;padding:0in 0in 0in 0in'> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 cellpadding=3D0 = width=3D"100%" style=3D'width:100.0%;mso-cellspacing:0in;mso-yfti-tbllook:1184;mso-padd= ing-alt: 3.75pt 3.75pt 3.75pt 3.75pt' height=3D15> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes;height:26.25pt'> <td width=3D"19%" rowspan=3D2 valign=3Dtop style=3D'width:19.0%;backgro= und:#8797C9; padding:3.75pt 3.75pt 3.75pt 3.75pt;height:26.25pt'> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/index.html" target=3D"_self">Assessment at UCCS</a> <o:p></o:p> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/saac.htm" target=3D"_self">Student Achievement Assessment Committee</a></b= > <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/whatisasses= s.htm" target=3D"_self">What is Assessment?</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/doingassess= .htm" target=3D"_self">Doing Assessment Well</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/types.htm" target=3D"_self">Types of Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/gea.htm" target=3D"_self">General Education Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/cat.htm" target=3D"_self">Classroom Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/surveys.htm" target=3D"_self">Student & Alumni Surveys</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/activities.= htm" target=3D"_self">Assessment Calendar</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/resources.h= tm" target=3D"_self">Assessment Resources</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/terminology= .htm" target=3D"_self">Assessment Terminology</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/guidelines.= html" target=3D"_self">Assessment Guidelines</a> <a href=3D"http://www.uccs.edu/~tlc/" target=3D"_self">TLC</a><= /p> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/" target=3D"_self">Instituti= onal Research</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/sitemap.htm" target=3D"_self">Site Map</a> <o:p></o:p> </td> <td width=3D"81%" valign=3Dtop style=3D'width:81.0%;background:white;pa= dding: 3.75pt 3.75pt 3.75pt 3.75pt;height:26.25pt'> <h1 align=3Dcenter style=3D'text-align:center'>Student Assessment of Learning Gains (SALG) <o:p></o= :p></h1> <a href=3D"http://www.flaguide.org/cat/salg/salg1.htm">http://www.fl= aguide.org/cat/salg/salg1.htm</a> Elaine Seymour, Douglas Wiese, Anne-Barrie Hunter, Bureau of Sociologic= al Research, CU-Boulder, Sue Daffinrud, LEAD Center, University of Wisconsin-Madison <h2>Why use t= he SALG? <o:p></o:p></h2> <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> The SALG instrument can spotlight those elements in the course that = best support student learning and those that need improvement. This instrume= nt is a powerful tool, can be easily individualized, provides instant statistical analysis of the results, and facilitates formative evaluati= on throughout a course. Instructors feel that typical classroom evaluations offer poor feedback, and this dissatisfaction is heightened when these instruments are used for promotion decisions. We've found that questions about how well instructors performed their teaching role and about "the class overall" yield inconclusive results. We believe al= l of these shortcomings are addressed with the SALG. </blockquote> <h2>What is t= he SALG?<o:p></o:p></h2> <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> The SALG is a web-based instrument consisting of statements about the degree of "gain" (on a five-point scale) which students perce= ive they've made in specific aspects of the class. Instructors can add, del= ete, or edit questions. The instrument is administered on-line, and typically takes 10-15 minutes. A summary of results is instantly available in both statistical and graphical form. </blockquote> <h2>What is involved? <o:p></o:p></h2> <div align=3Dcenter> <table class=3DMsoNormalTable border=3D0 cellspacing=3D5 cellpadding=3D= 0 width=3D"90%" style=3D'width:90.0%;mso-cellspacing:3.7pt;mso-yfti-tbllook:1184' summ= ary=3D""> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Instructor Preparation Time: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Time is needed to: clarify and prioritize class learning objectives and their related activities that the teacher wishes to be evaluated; check which existing questions express these and which need to be edi= ted or added. No instructor time is needed to administer the survey, coll= ect, and analyze the resultant data. </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Preparing Your Students: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Time should be spent explaining the nature of the instrument to students, how to access and complete it. </td> </tr> <tr style=3D'mso-yfti-irow:2'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Class Time: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Instrument can be give in or out of class. It takes 10-15 minutes = to complete the sample instrument. </td> </tr> <tr style=3D'mso-yfti-irow:3'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Disciplines: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Appropriate for all. </td> </tr> <tr style=3D'mso-yfti-irow:4'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Class Size: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Appropriate for all. </td> </tr> <tr style=3D'mso-yfti-irow:5'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Special Classroom/Technical Requirements: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Students need access to the web. </td> </tr> <tr style=3D'mso-yfti-irow:6'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> ndividual or Group Involvement: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Normally individual, but could also be adapted for use with small groups. </td> </tr> <tr style=3D'mso-yfti-irow:7'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Analyzing Results: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Data analysis is performed by the program. Instructors receive sum= mary data, averages, and standard deviations (by question or sub-question = and cross-tabulations for any pair of questions). </td> </tr> <tr style=3D'mso-yfti-irow:8;mso-yfti-lastrow:yes'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Other Things to Consider: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> To insure meaningful results, student responses must be guaranteed anonymity. The instrument may be administered as a final student classroom evaluation instrument: several chemistry departments have adopted it for this purpose. It may also be used at any point in the semester for mid-course corrections to classroom teaching methods. Demographic data may be included for correlation with gender, major, = or ethnicity. </td> </tr> </table> </div> <h2>Descripti= on<o:p></o:p></h2> The Student Assessment of their Learning Gains (SALG) instrument is = an on-line instrument (<a href=3D"http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp" target=3D"_blank">http://www.wcer.wisc.edu/salgains/instructor/SALGains= .asp</a>) that provides information about the specific gains that students percei= ve they have made in any aspects of a course that instructors have identif= ied as important to their learning. The sample instrument is divided into b= road aspects of the class or lab, for example, students' perceptions of their learning gains from: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>particular class and lab activities <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>tests, graded activities, and assignment= s <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>resources, e.g., the text, readings, the= web <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>course innovations Gains in the following areas are explored: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>skills <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>cognition <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>attitudes toward the subject, learning, = etc. Students can also be asked to make estimates of their learning retention and the adequacy of preparation for future classes offered by= the current class. The sample questions in each question grouping can be edited and augmented to reflect any set of learning objectives. After each section, the student is invited to add write-in comments.= (In a forthcoming version of the program, a template will be added to allow instructors to categorize and count these additional comments by type.) Students complete the instrument on-line, and instructors to receive a summary of results in both statistical and graphic form. <div align=3Dcenter> <table class=3DMsoNormalTable border=3D1 cellpadding=3D0 width=3D"100%" style=3D'width:100.0%;mso-cellspacing:1.5pt;mso-yfti-tbllook:1184; mso-padding-alt:3.75pt 3.75pt 3.75pt 3.75pt'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td colspan=3D8 style=3D'border:none;padding:3.75pt 3.75pt 3.75pt 3.7= 5pt'> Figure 1. Statements from the Student Assessment = of Learning Gains (SALG) Sample Instrument (Focused on Broader Learning Issues of Interest to the Teacher). </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td colspan=3D8 style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Q1. How much did each of the following aspects of the class <stron= g>HELP YOUR LEARNING? </td> </tr> <tr style=3D'mso-yfti-irow:2'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Was of no help </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a little </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a good deal </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a great deal </td> </tr> <tr style=3D'mso-yfti-irow:3'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> A. </td> <td width=3D"60%" style=3D'width:60.0%;padding:3.75pt 3.75pt 3.75pt 3= .75pt'> The class's focus on answering real world questions </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:4'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> B. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> How the class activities, labs, reading, and assignments fitted together </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:5'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> C. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> The pace at which we worked </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:6'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> D. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> The class and lab activities </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:7'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> class presentations (including lectures) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:8'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> discussions in class </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:9'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> group work in class </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:10'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> hands-on class activities </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:11'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> understanding why we were doing each activity/lab </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:12'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 6. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> written lab instructions </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:13'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 7. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> lab organization </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:14'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 8. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> teamwork in labs </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:15'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 9. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> lab reports </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:16'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *10. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific class activities (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:17'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *11. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific labs/activities (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:18;mso-yfti-lastrow:yes'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *12. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific lab assignments (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> </table> </div> <h2>Assessment Purposes<o:p></o:p></h2> Instructors can discover how much each component of their course is = seen by their students as contributing to their learning. This allows instructors to adjust their teaching methods to meet student learning n= eeds more effectively. They also have a basis upon which to discuss specific types of learning difficulty with students. Use of the instrument (especially where it is followed by class discussion of the results) encourages students to reflect upon their own learning processes, and to become aware of what (in their own behavior as well as that of the teac= her) enables or deters learning. <h2>Limitatio= ns<o:p></o:p></h2> Students must be guaranteed anonymity: student identification is assigned by the program and is used only for the purpose of checking th= at all members have completed the survey. Instructors may add requests for demographic information like gender, race/ethnicity, and major and look= for correlation across those variables. Correlation of student responses to class scores involves additional off-line analysis. Students should be explicitly informed if this step is taken. <h2>Instructor Goals<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop clarity about learning objective= s, and their relationship to both general and specific aspects of the clas= s. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop and refine instruction based on student feedback. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop awareness of learning processes = in both teacher and students (meta-cognition). <h2 style=3D'margin-left:.5in;text-indent:-.25in;mso-list:l3 level1 lfo= 3; tab-stops:list .5in'><![if !supportLists]>· <![endif]>Suggestions for Use<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Offering the SALG instrument at a mid-po= int (or any other meaningful time) in a course allows the teacher to check student perceptions of the efficacy of particular class features or activities. The teacher's approach may then be amended in light of stud= ent feedback. A full version of the instrument may be offered at the end of= the class and any changes in student evaluations of particular class elemen= ts noted. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students can complete this kind of instrument whenever and wherever they have web access, including in the classroom. For out-of-class completion, instructors are advised to set a short time period for all responses to be received. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students should be told that the instrum= ent will take about 10-15 minutes to complete. (This reflects our findings = from tests using the web-site sample instrument containing 50 items.) Teache= rs are advised not to leave out questions to which they really want answers because they are concerned about the length of the instrument. Even a l= ong survey with 80 items will take no more than 20 minutes. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The SALG instrument asks students about themselves-a subject that retains attention longer than most others. </= p> The authors are interested in suggestions from users as to other typ= es of questions or information they would like to collect from students th= at would be consistent with the overall learning gains format. The option of including gender, ethnicity, major, year in school, and other demograph= ic variables may be offered in a subsequent version of the instrument. <h2>Step-by-S= tep Instructions<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Register with the SALG web-site , identifying yourself and your course(s). Once registered, the version of the instrument that you create is kept on file unless you choose to del= ete it. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Translate the content, pedagogical appro= ach, and activities of your class into learning objectives for your students= . If this is an unfamiliar process, use the sample instrument as a guide. The steps for modifying the instrument to fit your class needs are laid out= in the site itself. Borrow and adapt items that square with your objective= s, and add any missing objectives that are important to you. For each item, bear in mind that you are trying to get a student assessment of their personal learning gains for each kind of class activity that you deem important. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Beware of changing the exclusive emphasi= s of the instrument on student "gains." (For example, do not add i= tems that ask students what they "liked" about your class.) There = is one sample question about learning gains in the class overall. If you a= dd other summary questions, tie them to gains in specific groups of class activities. The user will find some restrictions on the modification of sample question language in order to preserve the integrity of the instrument. Users cannot modify instrument scales for the same reason. = <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Users have the option of adding text box= es for students' typed-in comments at the end of particular questions and questions sub-sets, as well as at the end of the instrument. The SALG authors are considering ways to help users analyze the nature of studen= ts' typed-in comments and to obtain frequencies for comments of different types. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Once you have modified the sample to meet your learning objectives, ask a colleague, your T.A.s, and/or a group of undergraduates to read the instrument to ensure that the questions are clear, unambiguous, and do not contain questions that ask about more th= an one thing. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The site shows users how to assign identification numbers to students as a way to protect the anonymity of students. As with all on-line instruments, there is no way to completely protect the students' identity, and instructors are asked to act "= in good faith" and assure their students that their responses will be treated thus. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>If students are not to complete the instrument in class, set a completion deadline--a few days is best for a good response rate. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The site explains how to inform students= of the steps involved in completing the instrument: draw this to their attention. Emphasize the usefulness of the information the students offer for y= our teaching, and the seriousness with which their responses and additional comments are taken. (Our research finds a high degree of student cynici= sm about the value of their feedback to instructors.) <h2>Analysis<= o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Once the students have completed the SALG instrument , the instructor can check how many students responded and c= an view the raw or untabulated data. The instructor can see which IDs show responses--which is helpful if the instructor has assigned credit for completion. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The instructor can select averages, distribution tables, and cross-tabulation as well as the raw text and numerical data. The scale chosen for the instrument is not a true Likert scale that has a neutral mid-point with two options above and below it.= The authors wished to give students the option to distinguish between four possible levels of "gain" from "very little" to &qu= ot;a great deal," as well as a "no gains" and a "not applicable" option. Thus, instructors may regard averages on particular questions that are above 3.0 as "positive," and averages close to 4 or above as indicating a "good" or "= very good" level of perceived student gain. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>As in our tests of the instrument, instructors may find that averages for Question K (estimates of learning gains from "the way this class was taught overall") do not ma= tch the average for the total of all individual items. We have some doubts about the utility of questions asking for overall evaluations, but reta= ined this question because it is popular with instructors, their departments= , or institutions. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Instructors can save the versions of the SALG instrument that they have created, can offer them as samples for o= ther instructors to use, can delete their own students' responses, and can, = if they wish, delete their instruments. The authors are considering the addition of other questions to the sample instrument, of additions to the statistical package, and a templ= ate for the classification/coding of additional typed-in student responses. User feedback on these and other issues are encouraged. <h2>Pros and = Cons<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students are accustomed to multiple choi= ce instruments so the experience is familiar and comfortable. They seem ve= ry willing to complete on-line instruments and the response rates are, typically, high. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Even reticent students are usually comfortable expressing their ideas in this format, and students are generally pleased that the instructor is interested. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Instructors can quickly gain information about students' perceptions of what they are gaining/have gained from aspects of the class that their teachers consider important, and can do this more than once during the semester/term. The information thus gath= ered allows the instructor to make adjustments to their pedagogy in order to increase student gains in particular areas, and gives them a basis for = discussion of issues that have arisen with their students and/or teaching assistan= ts. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Survey findings are expressed in easily understood averages and distribution tables as well as raw scores and typed-in comments. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The act of completing the instrument can= promote reflection, increase students' self-awareness of their learning process= es, and reassure them that their instructor is concerned to know how well t= hey are learning. A fall 1999 faculty tester (in psychology) offered the following comment: "Overall, I think I'm getting a greater volume of analyti= c, honest, and potentially valuable feedback with this instrument than with any other I've used. I suspect it's partly the medium, and partly the h= igh percentage of tailor-made questions." <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> However: </blockquote> <![if !supportLists]>o <![endif]>Instructors may discover that their students' estimates of how well any aspect of the class enables learnin= g is quite different from their own assessment of how the class is going. Th= ey are then faced with the choice of changing some aspect of the class, discussing their methods with the students, or following through with t= he teaching methods and course content they have chosen. <![if !supportLists]>o <![endif]>Preserving anonymity is difficult with an on-line instrument, even with the system of ID assignment offered by th= is site. Fidelity on the part of the instructor, and trust by the students that anonymity assurances will not be breached, are necessary if student responses are to be candid, and, thus, optimally useful. <![if !supportLists]>o <![endif]>There is some imprecision in the scales = such that instructors will have to decide at what average score level they c= an regard student feedback as "positive." This may best be resol= ved by discussing with students what score indicates a sense of satisfaction with their own level of learning gain. These may vary by school, class,= student population, etc. <h2>Theory and Research<o:p></o:p></h2> Research has found that effective teachers share several characteris= tics (Angelo & Cross, 1993; Davis, 1993; Reynolds, 1992; Murray, 1991; Shulman, 1990). Two of these characteristics are relevant with respect = to this type of instrument: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Effective teachers use frequent assessme= nt and feedback to regularly evaluate what they do in the classroom and whether their students are really learning. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Effective teachers try to anticipate the concepts that will be difficult for their students and to develop teach= ing strategies that present these concepts in ways that make them more accessible. This requires becoming familiar with students' preparation, knowledge, and abilities, and adjusting teaching strategies to maximize= gains in their students' learning. There is substantial research which concludes that administering classroom instruments based on student perceptions of the efficacy of particular teaching methods can be both valid and reliable (Hinton, 199= 3). The SALG instrument discussed here is one method for obtaining informat= ion of direct utility to the classroom teacher about class content, teaching strategies (and the approach in which they are grounded), student activities, testing and grading procedures, materials and resources, organization, pacing, or workload. This information can be used to adju= st aspect of any class so as to increase student learning. It can increase= the awareness of learning processes in both teacher and students, and form = the basis for discussions between teachers and their students, teaching assistants, and colleagues about methods that increase learning. The instrument has its origins both in a need expressed by instructor classroom innovators and in the evaluation findings from a five-year multi-institution initiative to improve learning in undergraduate chemi= stry by the use of "modular" teaching. As with other instructors implementing classroom changes, modular chemistry instructors seek new forms of assessment that better reflect their revised learning objectiv= es and pedagogy. These include more appropriate and accurate tests of stud= ent learning, and more precise feedback from students on the value to their learning of different aspects of the class. The basis for a useful form of student feedback to instructors (and their departments) emerged from findings from a student interview study that formed part of the formative evaluation of the modular chemistry consortia. Three hundred and forty-four students were interviewed in a matched sample of modular and more traditionally-taught introductory chemistry classes at eight participating institutions. The sample was chosen so as to represent the range of different institutions across the two consortia. They were: two research universities, three liberal arts colleges, one community college, one state comprehensive university, and one Historically Black college. (Two more community colleges and one research university were added to the sample later). The focus group interviews were tape-recorded, transcribed verbatim,= and the text files entered into a computer program to assist with the analy= sis. Student observations were of three types: answers to interviewers' questions, spontaneous observations, and agreements with observations m= ade by other focus group members. There were 12,993 discrete comments of all three types. We analyzed these data in two ways-in terms of student assessment of (1) instructor performance as teachers and (2) their own learning gains. In these analyses, we discovered that although students gave positive or negative ratings to specific aspects of the class or of their teacher's classroom performance (e.g., the quality of the teacher= 's lectures and demonstrations, or the fairness of their tests), the grand totals for all students' observations on how well instructors performed their teaching role were (for both the modular and the comparative clas= ses) broadly 50 percent positive, and 50 percent negative. Thus neither grou= p of instructors got a clear picture of the overall utility of their classro= om work when students offered judgments of their performance as profession= al teachers. This is, arguably, because students lack the knowledge or experience to make such judgments. This finding reflects the common instructor experience that asking students what they "liked" = or "valued" about their classes, or how they evaluated their teacher's work (often without offering any criteria for these judgement= s), tells the teacher little about what students gained from their class. <= /p> By contrast, in both the modular and comparative classes, students g= ave clear indications about what they themselves had "gained" from specific aspects of their classes. When all specifically gain-related student observations were totaled and divided into three types-positive (things gained), negative (things not gained), and mixed reviews (quali= fied assessments of gains), 55 percent of the observations were positive (for both types of class), 33 percent (modular) and 32 percent (comparative) were negative, and 11 percent (modular) and 13 percent (comparative) we= re "mixed." The strong similarity between the student learning g= ains evaluation totals for the modular and comparative classes (though not f= or particular items) is likely to reflect the early stage of development of the modules and the teachers' limited experience in using them at the t= ime of these interviews. The issue here, however, is not the relative merit= s of modular or more traditional chemistry teaching, but the hypothesis suggested both by our data on reasons for instructor dissatisfaction wi= th traditional course evaluation instruments, and by these student intervi= ew data: that it is more relevant and productive to ask students about what they have gained from specific aspects of the class than about what they liked or disliked. </td> </tr> <tr style=3D'mso-yfti-irow:1;height:.75pt'> <td width=3D"81%" style=3D'width:81.0%;background:white;padding:3.75pt = 3.75pt 3.75pt 3.75pt; height:.75pt'> <o:p></o:p><= /span> </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes;height:.5in'> <td width=3D"19%" style=3D'width:19.0%;background:#8797C9;padding:3.75p= t 3.75pt 3.75pt 3.75pt; height:.5in'> <o:p></o:p></= span> </td> <td width=3D"81%" style=3D'width:81.0%;background:#F8BD00;padding:3.75p= t 3.75pt 3.75pt 3.75pt; height:.5in'> Learn more about Assessment from the <a href=3D"mailto:krice@uccs.edu" target=3D"_blank">Campus Learning Out= comes Coordinator</a> Columbine Hall 203d : 719.262.4186 </td> </tr> </table> </td> </tr> </table> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01C7F6C1.44F55BC0 Content-Location: file:///C:/687A8DC7/UCCSSALG_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV XmiFZH3jqKv0++4pu9cqMVADgyes9AmTXtfXV+XuFDApmaZU6Z45PBiTbI8jpNwHJHlpfRyB5Ro7 E8B+QIfmtijujPXESJzxxNB1+SoLRNegeoPILzCKx7Cg8Pv5DCSAmAtYq8czYVqi0hDC4CywRDAH an7oM9+2zmLj7X4UaT6DF9jNBDO/XGD1P+ov5wZb2A+stkfp4lx/xCH9LdtSay6Tc/7Uu5AuGC6X t7Rh5r+tPwEAAP//AwBQSwMEFAAGAAgAAAAhAKXWp+fAAAAANgEAAAsAAABfcmVscy8ucmVsc4SP z2rDMAyH74W9g9F9UdLDGCV2L6WQQy+jfQDhKH9oIhvbG+vbT8cGCrsIhKTv96k9/q6L+eGU5yAW 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MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C7F6C1.44F55BC0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Windows® Internet Explorer®. ------=_NextPart_01C7F6C1.44F55BC0 Content-Location: file:///C:/687A8DC7/UCCSSALG.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" UCCS Assessment - CAT - Student Assessment of Learning Gains (SALG)<= /title>  <link rel=3DthemeData href=3D"UCCSSALG_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"UCCSSALG_files/colorschememapping.xm= l">  <style>  </style>  <link href=3D"file:///C:\Documents%20and%20Settings\cworks\My%20Documents\i= con.JPG" rel=3D"shortcut icon">  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> From: &= nbsp; &nbs= p; = Saved by Windows Internet Explorer 7<o:p></o:p> Sent: &= nbsp; &nbs= p; &= nbsp; Wednesday, February 28, 2007 1:14 PM<o:p></o:p> Subject: &nbs= p; &= nbsp; <sp= an style=3D'font-family:"Calibri","sans-serif";mso-bidi-font-family:Calibri; color:black'>UCCS Assessment - CAT - Student Assessment of Learning Gains (SALG)<o:p></o:p> <o:p> </o:p> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 cellpadding=3D0 wi= dth=3D879 style=3D'width:659.25pt;mso-cellspacing:0in;mso-yfti-tbllook:1184;mso-padd= ing-alt: 0in 0in 0in 0in'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes;height:71.25pt'> <td width=3D877 style=3D'width:657.75pt;padding:0in 0in 0in 0in;height:71= .25pt'> <![if !vml]><map name=3DMicrosoftOfficeMap0><area shape=3DRe= ct coords=3D"0, 0, 299, 59" href=3D"http://www.uccs.edu/" target=3D"_self" alt=3D"main page"><area shape=3DRect coords=3D"510, 17, 604, 34" href=3D"http://www.uccs.edu/~webdept/az/AZdir.php" target=3D"_self" alt=3D"a to z search"><area shape=3DRect coords=3D"614, 17, 685, 36" href=3D"http://tle2.uccs.edu/webcal/month.php" target=3D"_self" alt=3D"uccs calender"><area shape=3DRect coords=3D"691, 17, 764, 35" href=3D"http://www.uccs.edu/directory/directo= ryb.htm" target=3D"_self" alt=3D"uccs directory"><area shape=3DRect coords=3D"767, 18, 817, 36" href=3D"http://web.uccs.edu/ur/pr.htm" target= =3D"_self" alt=3Dnews><area shape=3DRect coords=3D"823, 18, 860, 35" href=3D"http://www.uccs.edu/campusinfo/campusinfo_form.htm" target=3D"_se= lf" alt=3Dhelp></map><img border=3D0 width=3D860 height=3D59 src=3D"UCCSSALG_files/image001.gif" usemap=3D"#MicrosoftOfficeMap0" v:sha= pes=3D"_x0000_s1026 _x0000_s1027 _x0000_s1028 _x0000_s1029 _x0000_s1030 _x0= 000_s1031 _x0000_s1032"><![endif]><![if !vml]><img width=3D874 height=3D93 src=3D"UCCSSALG_files/image003.jpg" alt=3D"template header" border=3D0 v:= shapes=3D"_x0000_i1025"><![endif]><o:p></o:p> </td> </tr> <tr style=3D'mso-yfti-irow:1;mso-yfti-lastrow:yes'> <td width=3D877 style=3D'width:657.75pt;padding:0in 0in 0in 0in'> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 cellpadding=3D0 = width=3D"100%" style=3D'width:100.0%;mso-cellspacing:0in;mso-yfti-tbllook:1184;mso-padd= ing-alt: 3.75pt 3.75pt 3.75pt 3.75pt' height=3D15> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes;height:26.25pt'> <td width=3D"19%" rowspan=3D2 valign=3Dtop style=3D'width:19.0%;backgro= und:#8797C9; padding:3.75pt 3.75pt 3.75pt 3.75pt;height:26.25pt'> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/index.html" target=3D"_self">Assessment at UCCS</a> <o:p></o:p> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/saac.htm" target=3D"_self">Student Achievement Assessment Committee</a></b= > <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/whatisasses= s.htm" target=3D"_self">What is Assessment?</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/doingassess= .htm" target=3D"_self">Doing Assessment Well</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/types.htm" target=3D"_self">Types of Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/gea.htm" target=3D"_self">General Education Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/cat.htm" target=3D"_self">Classroom Assessment</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/surveys.htm" target=3D"_self">Student & Alumni Surveys</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/activities.= htm" target=3D"_self">Assessment Calendar</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/resources.h= tm" target=3D"_self">Assessment Resources</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/terminology= .htm" target=3D"_self">Assessment Terminology</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/guidelines.= html" target=3D"_self">Assessment Guidelines</a> <a href=3D"http://www.uccs.edu/~tlc/" target=3D"_self">TLC</a><= /p> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/" target=3D"_self">Instituti= onal Research</a> <a href=3D"http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/sitemap.htm" target=3D"_self">Site Map</a> <o:p></o:p> </td> <td width=3D"81%" valign=3Dtop style=3D'width:81.0%;background:white;pa= dding: 3.75pt 3.75pt 3.75pt 3.75pt;height:26.25pt'> <h1 align=3Dcenter style=3D'text-align:center'>Student Assessment of Learning Gains (SALG) <o:p></o= :p></h1> <a href=3D"http://www.flaguide.org/cat/salg/salg1.htm">http://www.fl= aguide.org/cat/salg/salg1.htm</a> Elaine Seymour, Douglas Wiese, Anne-Barrie Hunter, Bureau of Sociologic= al Research, CU-Boulder, Sue Daffinrud, LEAD Center, University of Wisconsin-Madison <h2>Why use t= he SALG? <o:p></o:p></h2> <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> The SALG instrument can spotlight those elements in the course that = best support student learning and those that need improvement. This instrume= nt is a powerful tool, can be easily individualized, provides instant statistical analysis of the results, and facilitates formative evaluati= on throughout a course. Instructors feel that typical classroom evaluations offer poor feedback, and this dissatisfaction is heightened when these instruments are used for promotion decisions. We've found that questions about how well instructors performed their teaching role and about "the class overall" yield inconclusive results. We believe al= l of these shortcomings are addressed with the SALG. </blockquote> <h2>What is t= he SALG?<o:p></o:p></h2> <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> The SALG is a web-based instrument consisting of statements about the degree of "gain" (on a five-point scale) which students perce= ive they've made in specific aspects of the class. Instructors can add, del= ete, or edit questions. The instrument is administered on-line, and typically takes 10-15 minutes. A summary of results is instantly available in both statistical and graphical form. </blockquote> <h2>What is involved? <o:p></o:p></h2> <div align=3Dcenter> <table class=3DMsoNormalTable border=3D0 cellspacing=3D5 cellpadding=3D= 0 width=3D"90%" style=3D'width:90.0%;mso-cellspacing:3.7pt;mso-yfti-tbllook:1184' summ= ary=3D""> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Instructor Preparation Time: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Time is needed to: clarify and prioritize class learning objectives and their related activities that the teacher wishes to be evaluated; check which existing questions express these and which need to be edi= ted or added. No instructor time is needed to administer the survey, coll= ect, and analyze the resultant data. </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Preparing Your Students: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Time should be spent explaining the nature of the instrument to students, how to access and complete it. </td> </tr> <tr style=3D'mso-yfti-irow:2'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Class Time: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Instrument can be give in or out of class. It takes 10-15 minutes = to complete the sample instrument. </td> </tr> <tr style=3D'mso-yfti-irow:3'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Disciplines: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Appropriate for all. </td> </tr> <tr style=3D'mso-yfti-irow:4'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Class Size: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Appropriate for all. </td> </tr> <tr style=3D'mso-yfti-irow:5'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Special Classroom/Technical Requirements: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Students need access to the web. </td> </tr> <tr style=3D'mso-yfti-irow:6'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> ndividual or Group Involvement: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Normally individual, but could also be adapted for use with small groups. </td> </tr> <tr style=3D'mso-yfti-irow:7'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Analyzing Results: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> Data analysis is performed by the program. Instructors receive sum= mary data, averages, and standard deviations (by question or sub-question = and cross-tabulations for any pair of questions). </td> </tr> <tr style=3D'mso-yfti-irow:8;mso-yfti-lastrow:yes'> <td valign=3Dtop style=3D'padding:.75pt .75pt .75pt .75pt'> Other Things to Consider: </td> <td style=3D'padding:.75pt .75pt .75pt .75pt'> To insure meaningful results, student responses must be guaranteed anonymity. The instrument may be administered as a final student classroom evaluation instrument: several chemistry departments have adopted it for this purpose. It may also be used at any point in the semester for mid-course corrections to classroom teaching methods. Demographic data may be included for correlation with gender, major, = or ethnicity. </td> </tr> </table> </div> <h2>Descripti= on<o:p></o:p></h2> The Student Assessment of their Learning Gains (SALG) instrument is = an on-line instrument (<a href=3D"http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp" target=3D"_blank">http://www.wcer.wisc.edu/salgains/instructor/SALGains= .asp</a>) that provides information about the specific gains that students percei= ve they have made in any aspects of a course that instructors have identif= ied as important to their learning. The sample instrument is divided into b= road aspects of the class or lab, for example, students' perceptions of their learning gains from: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>particular class and lab activities <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>tests, graded activities, and assignment= s <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>resources, e.g., the text, readings, the= web <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>course innovations Gains in the following areas are explored: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>skills <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>cognition <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>attitudes toward the subject, learning, = etc. Students can also be asked to make estimates of their learning retention and the adequacy of preparation for future classes offered by= the current class. The sample questions in each question grouping can be edited and augmented to reflect any set of learning objectives. After each section, the student is invited to add write-in comments.= (In a forthcoming version of the program, a template will be added to allow instructors to categorize and count these additional comments by type.) Students complete the instrument on-line, and instructors to receive a summary of results in both statistical and graphic form. <div align=3Dcenter> <table class=3DMsoNormalTable border=3D1 cellpadding=3D0 width=3D"100%" style=3D'width:100.0%;mso-cellspacing:1.5pt;mso-yfti-tbllook:1184; mso-padding-alt:3.75pt 3.75pt 3.75pt 3.75pt'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td colspan=3D8 style=3D'border:none;padding:3.75pt 3.75pt 3.75pt 3.7= 5pt'> Figure 1. Statements from the Student Assessment = of Learning Gains (SALG) Sample Instrument (Focused on Broader Learning Issues of Interest to the Teacher). </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td colspan=3D8 style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Q1. How much did each of the following aspects of the class <stron= g>HELP YOUR LEARNING? </td> </tr> <tr style=3D'mso-yfti-irow:2'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Was of no help </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a little </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a good deal </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> Helped a great deal </td> </tr> <tr style=3D'mso-yfti-irow:3'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> A. </td> <td width=3D"60%" style=3D'width:60.0%;padding:3.75pt 3.75pt 3.75pt 3= .75pt'> The class's focus on answering real world questions </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:4'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> B. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> How the class activities, labs, reading, and assignments fitted together </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:5'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> C. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> The pace at which we worked </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:6'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> D. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> The class and lab activities </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:7'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> class presentations (including lectures) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:8'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> discussions in class </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:9'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> group work in class </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:10'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> hands-on class activities </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:11'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> understanding why we were doing each activity/lab </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:12'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 6. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> written lab instructions </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:13'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 7. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> lab organization </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:14'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 8. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> teamwork in labs </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:15'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 9. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> lab reports </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:16'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *10. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific class activities (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:17'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *11. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific labs/activities (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> <tr style=3D'mso-yfti-irow:18;mso-yfti-lastrow:yes'> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> *12. </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> specific lab assignments (list) </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> NA </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 1 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 2 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 3 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 4 </td> <td style=3D'padding:3.75pt 3.75pt 3.75pt 3.75pt'> 5 </td> </tr> </table> </div> <h2>Assessment Purposes<o:p></o:p></h2> Instructors can discover how much each component of their course is = seen by their students as contributing to their learning. This allows instructors to adjust their teaching methods to meet student learning n= eeds more effectively. They also have a basis upon which to discuss specific types of learning difficulty with students. Use of the instrument (especially where it is followed by class discussion of the results) encourages students to reflect upon their own learning processes, and to become aware of what (in their own behavior as well as that of the teac= her) enables or deters learning. <h2>Limitatio= ns<o:p></o:p></h2> Students must be guaranteed anonymity: student identification is assigned by the program and is used only for the purpose of checking th= at all members have completed the survey. Instructors may add requests for demographic information like gender, race/ethnicity, and major and look= for correlation across those variables. Correlation of student responses to class scores involves additional off-line analysis. Students should be explicitly informed if this step is taken. <h2>Instructor Goals<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop clarity about learning objective= s, and their relationship to both general and specific aspects of the clas= s. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop and refine instruction based on student feedback. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Develop awareness of learning processes = in both teacher and students (meta-cognition). <h2 style=3D'margin-left:.5in;text-indent:-.25in;mso-list:l3 level1 lfo= 3; tab-stops:list .5in'><![if !supportLists]>· <![endif]>Suggestions for Use<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Offering the SALG instrument at a mid-po= int (or any other meaningful time) in a course allows the teacher to check student perceptions of the efficacy of particular class features or activities. The teacher's approach may then be amended in light of stud= ent feedback. A full version of the instrument may be offered at the end of= the class and any changes in student evaluations of particular class elemen= ts noted. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students can complete this kind of instrument whenever and wherever they have web access, including in the classroom. For out-of-class completion, instructors are advised to set a short time period for all responses to be received. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students should be told that the instrum= ent will take about 10-15 minutes to complete. (This reflects our findings = from tests using the web-site sample instrument containing 50 items.) Teache= rs are advised not to leave out questions to which they really want answers because they are concerned about the length of the instrument. Even a l= ong survey with 80 items will take no more than 20 minutes. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The SALG instrument asks students about themselves-a subject that retains attention longer than most others. </= p> The authors are interested in suggestions from users as to other typ= es of questions or information they would like to collect from students th= at would be consistent with the overall learning gains format. The option of including gender, ethnicity, major, year in school, and other demograph= ic variables may be offered in a subsequent version of the instrument. <h2>Step-by-S= tep Instructions<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Register with the SALG web-site , identifying yourself and your course(s). Once registered, the version of the instrument that you create is kept on file unless you choose to del= ete it. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Translate the content, pedagogical appro= ach, and activities of your class into learning objectives for your students= . If this is an unfamiliar process, use the sample instrument as a guide. The steps for modifying the instrument to fit your class needs are laid out= in the site itself. Borrow and adapt items that square with your objective= s, and add any missing objectives that are important to you. For each item, bear in mind that you are trying to get a student assessment of their personal learning gains for each kind of class activity that you deem important. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Beware of changing the exclusive emphasi= s of the instrument on student "gains." (For example, do not add i= tems that ask students what they "liked" about your class.) There = is one sample question about learning gains in the class overall. If you a= dd other summary questions, tie them to gains in specific groups of class activities. The user will find some restrictions on the modification of sample question language in order to preserve the integrity of the instrument. Users cannot modify instrument scales for the same reason. = <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Users have the option of adding text box= es for students' typed-in comments at the end of particular questions and questions sub-sets, as well as at the end of the instrument. The SALG authors are considering ways to help users analyze the nature of studen= ts' typed-in comments and to obtain frequencies for comments of different types. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Once you have modified the sample to meet your learning objectives, ask a colleague, your T.A.s, and/or a group of undergraduates to read the instrument to ensure that the questions are clear, unambiguous, and do not contain questions that ask about more th= an one thing. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The site shows users how to assign identification numbers to students as a way to protect the anonymity of students. As with all on-line instruments, there is no way to completely protect the students' identity, and instructors are asked to act "= in good faith" and assure their students that their responses will be treated thus. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>If students are not to complete the instrument in class, set a completion deadline--a few days is best for a good response rate. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The site explains how to inform students= of the steps involved in completing the instrument: draw this to their attention. Emphasize the usefulness of the information the students offer for y= our teaching, and the seriousness with which their responses and additional comments are taken. (Our research finds a high degree of student cynici= sm about the value of their feedback to instructors.) <h2>Analysis<= o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Once the students have completed the SALG instrument , the instructor can check how many students responded and c= an view the raw or untabulated data. The instructor can see which IDs show responses--which is helpful if the instructor has assigned credit for completion. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The instructor can select averages, distribution tables, and cross-tabulation as well as the raw text and numerical data. The scale chosen for the instrument is not a true Likert scale that has a neutral mid-point with two options above and below it.= The authors wished to give students the option to distinguish between four possible levels of "gain" from "very little" to &qu= ot;a great deal," as well as a "no gains" and a "not applicable" option. Thus, instructors may regard averages on particular questions that are above 3.0 as "positive," and averages close to 4 or above as indicating a "good" or "= very good" level of perceived student gain. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>As in our tests of the instrument, instructors may find that averages for Question K (estimates of learning gains from "the way this class was taught overall") do not ma= tch the average for the total of all individual items. We have some doubts about the utility of questions asking for overall evaluations, but reta= ined this question because it is popular with instructors, their departments= , or institutions. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Instructors can save the versions of the SALG instrument that they have created, can offer them as samples for o= ther instructors to use, can delete their own students' responses, and can, = if they wish, delete their instruments. The authors are considering the addition of other questions to the sample instrument, of additions to the statistical package, and a templ= ate for the classification/coding of additional typed-in student responses. User feedback on these and other issues are encouraged. <h2>Pros and = Cons<o:p></o:p></h2> <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Students are accustomed to multiple choi= ce instruments so the experience is familiar and comfortable. They seem ve= ry willing to complete on-line instruments and the response rates are, typically, high. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Even reticent students are usually comfortable expressing their ideas in this format, and students are generally pleased that the instructor is interested. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Instructors can quickly gain information about students' perceptions of what they are gaining/have gained from aspects of the class that their teachers consider important, and can do this more than once during the semester/term. The information thus gath= ered allows the instructor to make adjustments to their pedagogy in order to increase student gains in particular areas, and gives them a basis for = discussion of issues that have arisen with their students and/or teaching assistan= ts. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Survey findings are expressed in easily understood averages and distribution tables as well as raw scores and typed-in comments. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>The act of completing the instrument can= promote reflection, increase students' self-awareness of their learning process= es, and reassure them that their instructor is concerned to know how well t= hey are learning. A fall 1999 faculty tester (in psychology) offered the following comment: "Overall, I think I'm getting a greater volume of analyti= c, honest, and potentially valuable feedback with this instrument than with any other I've used. I suspect it's partly the medium, and partly the h= igh percentage of tailor-made questions." <blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'> However: </blockquote> <![if !supportLists]>o <![endif]>Instructors may discover that their students' estimates of how well any aspect of the class enables learnin= g is quite different from their own assessment of how the class is going. Th= ey are then faced with the choice of changing some aspect of the class, discussing their methods with the students, or following through with t= he teaching methods and course content they have chosen. <![if !supportLists]>o <![endif]>Preserving anonymity is difficult with an on-line instrument, even with the system of ID assignment offered by th= is site. Fidelity on the part of the instructor, and trust by the students that anonymity assurances will not be breached, are necessary if student responses are to be candid, and, thus, optimally useful. <![if !supportLists]>o <![endif]>There is some imprecision in the scales = such that instructors will have to decide at what average score level they c= an regard student feedback as "positive." This may best be resol= ved by discussing with students what score indicates a sense of satisfaction with their own level of learning gain. These may vary by school, class,= student population, etc. <h2>Theory and Research<o:p></o:p></h2> Research has found that effective teachers share several characteris= tics (Angelo & Cross, 1993; Davis, 1993; Reynolds, 1992; Murray, 1991; Shulman, 1990). Two of these characteristics are relevant with respect = to this type of instrument: <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Effective teachers use frequent assessme= nt and feedback to regularly evaluate what they do in the classroom and whether their students are really learning. <![if !supportLists]>·<s= pan style=3D'font:7.0pt "Times New Roman"'> &n= bsp; <![endif]>Effective teachers try to anticipate the concepts that will be difficult for their students and to develop teach= ing strategies that present these concepts in ways that make them more accessible. This requires becoming familiar with students' preparation, knowledge, and abilities, and adjusting teaching strategies to maximize= gains in their students' learning. There is substantial research which concludes that administering classroom instruments based on student perceptions of the efficacy of particular teaching methods can be both valid and reliable (Hinton, 199= 3). The SALG instrument discussed here is one method for obtaining informat= ion of direct utility to the classroom teacher about class content, teaching strategies (and the approach in which they are grounded), student activities, testing and grading procedures, materials and resources, organization, pacing, or workload. This information can be used to adju= st aspect of any class so as to increase student learning. It can increase= the awareness of learning processes in both teacher and students, and form = the basis for discussions between teachers and their students, teaching assistants, and colleagues about methods that increase learning. The instrument has its origins both in a need expressed by instructor classroom innovators and in the evaluation findings from a five-year multi-institution initiative to improve learning in undergraduate chemi= stry by the use of "modular" teaching. As with other instructors implementing classroom changes, modular chemistry instructors seek new forms of assessment that better reflect their revised learning objectiv= es and pedagogy. These include more appropriate and accurate tests of stud= ent learning, and more precise feedback from students on the value to their learning of different aspects of the class. The basis for a useful form of student feedback to instructors (and their departments) emerged from findings from a student interview study that formed part of the formative evaluation of the modular chemistry consortia. Three hundred and forty-four students were interviewed in a matched sample of modular and more traditionally-taught introductory chemistry classes at eight participating institutions. The sample was chosen so as to represent the range of different institutions across the two consortia. They were: two research universities, three liberal arts colleges, one community college, one state comprehensive university, and one Historically Black college. (Two more community colleges and one research university were added to the sample later). The focus group interviews were tape-recorded, transcribed verbatim,= and the text files entered into a computer program to assist with the analy= sis. Student observations were of three types: answers to interviewers' questions, spontaneous observations, and agreements with observations m= ade by other focus group members. There were 12,993 discrete comments of all three types. We analyzed these data in two ways-in terms of student assessment of (1) instructor performance as teachers and (2) their own learning gains. In these analyses, we discovered that although students gave positive or negative ratings to specific aspects of the class or of their teacher's classroom performance (e.g., the quality of the teacher= 's lectures and demonstrations, or the fairness of their tests), the grand totals for all students' observations on how well instructors performed their teaching role were (for both the modular and the comparative clas= ses) broadly 50 percent positive, and 50 percent negative. Thus neither grou= p of instructors got a clear picture of the overall utility of their classro= om work when students offered judgments of their performance as profession= al teachers. This is, arguably, because students lack the knowledge or experience to make such judgments. This finding reflects the common instructor experience that asking students what they "liked" = or "valued" about their classes, or how they evaluated their teacher's work (often without offering any criteria for these judgement= s), tells the teacher little about what students gained from their class. <= /p> By contrast, in both the modular and comparative classes, students g= ave clear indications about what they themselves had "gained" from specific aspects of their classes. When all specifically gain-related student observations were totaled and divided into three types-positive (things gained), negative (things not gained), and mixed reviews (quali= fied assessments of gains), 55 percent of the observations were positive (for both types of class), 33 percent (modular) and 32 percent (comparative) were negative, and 11 percent (modular) and 13 percent (comparative) we= re "mixed." The strong similarity between the student learning g= ains evaluation totals for the modular and comparative classes (though not f= or particular items) is likely to reflect the early stage of development of the modules and the teachers' limited experience in using them at the t= ime of these interviews. The issue here, however, is not the relative merit= s of modular or more traditional chemistry teaching, but the hypothesis suggested both by our data on reasons for instructor dissatisfaction wi= th traditional course evaluation instruments, and by these student intervi= ew data: that it is more relevant and productive to ask students about what they have gained from specific aspects of the class than about what they liked or disliked. </td> </tr> <tr style=3D'mso-yfti-irow:1;height:.75pt'> <td width=3D"81%" style=3D'width:81.0%;background:white;padding:3.75pt = 3.75pt 3.75pt 3.75pt; height:.75pt'> <o:p></o:p><= /span> </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes;height:.5in'> <td width=3D"19%" style=3D'width:19.0%;background:#8797C9;padding:3.75p= t 3.75pt 3.75pt 3.75pt; height:.5in'> <o:p></o:p></= span> </td> <td width=3D"81%" style=3D'width:81.0%;background:#F8BD00;padding:3.75p= t 3.75pt 3.75pt 3.75pt; height:.5in'> Learn more about Assessment from the <a href=3D"mailto:krice@uccs.edu" target=3D"_blank">Campus Learning Out= comes Coordinator</a> Columbine Hall 203d : 719.262.4186 </td> </tr> </table> </td> </tr> </table> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01C7F6C1.44F55BC0 Content-Location: file:///C:/687A8DC7/UCCSSALG_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV XmiFZH3jqKv0++4pu9cqMVADgyes9AmTXtfXV+XuFDApmaZU6Z45PBiTbI8jpNwHJHlpfRyB5Ro7 E8B+QIfmtijujPXESJzxxNB1+SoLRNegeoPILzCKx7Cg8Pv5DCSAmAtYq8czYVqi0hDC4CywRDAH an7oM9+2zmLj7X4UaT6DF9jNBDO/XGD1P+ov5wZb2A+stkfp4lx/xCH9LdtSay6Tc/7Uu5AuGC6X t7Rh5r+tPwEAAP//AwBQSwMEFAAGAAgAAAAhAKXWp+fAAAAANgEAAAsAAABfcmVscy8ucmVsc4SP z2rDMAyH74W9g9F9UdLDGCV2L6WQQy+jfQDhKH9oIhvbG+vbT8cGCrsIhKTv96k9/q6L+eGU5yAW 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