1 to 5 of 5
Sort by

Library Entry
Eval11 Session 739: Problems with Multi-purpose Postsecondary Course Evaluations

AEA 2011 Presentation In order for course evaluations in postsecondary education to be appropriately valued, the process and instruments need to support effectively different evaluation goals. In this paper we present a case study of how summative and formative uses of course evaluation data are affected by a one-size-fits-all approach, and suggest an alternative approach


Library Entry
Eval12 Session 317: Leveraging Evaluability Assessment in Higher Education Settings as a Diagnostic Tool to Improve Learning Interventions and Make Evaluation Studies More Useable

This session demonstrates how a diagnostic tool, known as evaluability assessment (EA), can be leveraged to capture the conceptualization and logical structure (aka: program theory) embedded within academic programs. Participants will learn about EA and observe how it generates practical graphic models of how a learning intervention works; guides question formation for formative or summative purposes; and, informs the design of useable evaluation(s) that capture varying levels of impact

Demo Session 317_10 25 2012 Evaluability Assessment.pptx

Library Entry
Why Should I Fill this Out? Strategies for Increasing Response Rates In End-of-course Evaluations

PowerPoint presentation in the Higher Education Evaluation and Assessment track for the Eval 2014 conference. The presentation describes a recent study of teaching faculty about the strategies used to increase response rates on end-of-course evaluations

2 attachments

Library Entry
Eval11 Session 436: Document Analysis: An Inductive Approach to Determine What End-of-Course Evaluations Measure

Abstract: The original purpose of end-of-course evaluation was to provide formative feedback to faculty. However, as the focus shifted to inform decisions about instructors’ performance, questions have been raised about the adequacy of end-of-course evaluation instruments for summative purposes