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Session 32
Best Practices
in Using an Electronic Course/Instructor Evaluation Tool:
Increasing Response Rates of Student Evaluations
Session Description:
Course and instructor
evaluations are invaluable sources of feedback for the both the
traditional face2face and online instructor in refining and
enhancing course and teaching methods provided to his/her
students. However, one of the challenges with evaluating courses
and instructors is the lack of student participation and
engagement. Past practices of paper/pencil evaluations of
courses and instructors are often limited in the information
they gather. Online surveys have also proven to be less than
ideal in having students respond. An electronic
course/instructor evaluation tool that gently reminds students
every 24 hours for a period of 5 days has proven to be quite
successful in not only increasing student feedback, but also the
details of the feedback being provided. This session will
showcase the procedures and provide opportunity for participants
to discuss issues surround student course/instructor
evaluations. Administrators, educational developers, and faculty
challenged with course and teacher evaluations are invited to
attend this workshop. Participants will view a web-based course
and instructor evaluation tool that is successfully being used
in the Faculty of Dentistry. The tool allows anonymity of
responses so students are assured that comments cannot be traced
to them.
As a result of attending this session, audience members will:
a) receive a clearer
understanding of the significance of course/instructor
evaluations through theoretical and empirical research;
b) explore an innovative online assessment tool for course and
instructor evaluations;
c) interact, critique, and help refine the online assessment
tool;
d) network with others with similar needs of online assessment
tools.
Presenter: Dieter
Schönwetter
Dieter Schönwetter is the Director of Educational
Resources and Faculty Development with the Faculty of Dentistry.
As a social psychologist, he enjoys exploring the cognitive
dynamics between effective teaching and student learning in
higher education. These dynamics include different teaching
behaviours and teaching styles, as well as different student
learning predispositions.
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