PROSES
EVALUASI DAN PENINGKATAN MUTU PENGAJARAN
Objektif proses evaluasi:
Sebagai salah satu aktifitas peningkatan kemampuan
staf pengajar dalam upaya peningkatan mutu pengajaran
Prinsip-prinsip peningkatan mutu yang berkelanjutan dalam
proses pendidikan dan pengajaran :
·
PLAN : mempersiapkan bahan pengajaran
·
DO : melaksanakan aktifitas
mengajar/memandu diskusi dalam kelas
·
CHECK :
melaksanakan evaluasi atas
pengajaran yang sedang berlangsung
atau di
akhir semester
·
ACT :
§
memanfaatkan masukan/umpan balik dari
proses evaluasi
§
mengambil langkah-langkah yang perlu
untuk peningkatan mutu pengajaran guna mencapai peningkatan mutu proses
pembelajaran
EVALUATION
AND IMPROVEMENT PROCESS
Fast Feedback
: evaluasi mahasiswa secara
lisan atau melalui questionnaire
Mid-semester
Feedback :
·
Untuk melakukan koreksi/perbaikan
pengajaran pada semester berjalan
·
Feedback
melalui questionnaire, meliputi bahan
pengajaran dan cara penyampaian pengajaran
·
Dilakukan baik untuk matakuliah teori
maupun praktikum
End-of-semester
Feedback :
·
Untuk memperoleh masukan
tentang strength dan weakness, baik yang berkenaan dengan
materi pengajaran maupun cara pengajaran
·
Cara assessment dari institusi untuk peningkatan mutu pengajaran secara
menyeluruh
Contoh
Fast Feedback questionnaire
Mata kuliah : teori/responsi/praktikum
Nama
Matakuliah/praktikum :
Dosen/Penanggungjawab :
Tanggal
:
(ya) (tidak)
Apakah dosen berbicara cukup jelas? 5 4 3 2 1
Apakah anda dapat membaca
tulisan dosen dengan baik ? 5 4 3 2 1
Apakah silabus
kuliah dan tugas-tugas 5 4 3 2 1
yang
diberikan cukup jelas ?
Apakah
anda dapat memahami instruksi dan 5 4 3 2 1
tatacara
perkuliahan yang diberikan dosen ?
Apakah
cara/style pengajaran dosen sesuai 5 4 3 2 1
dengan
harapan anda ?
Apakah
dosen memberikan kesempatan yang 5 4 3 2 1
cukup
untuk mengajukan pertanyaan/dan diskusi ?
Apakah
dosen selalu dapat menjawab pertanyaan 5 4 3 2 1
yang
diajukan dengan tepat dan effektif ?
Apakah
anda mengalami masalah berkenaan 5 4 3 2 1
dengan
penjadwalan kegiatan di semester ini ?
Apakah
menurut anda kuliah ini berlangsung 5 4 3 2 1
dengan
tempo yang benar dan tidak terlampau
cepat
?
Mid-semester Evaluation
Mata
Kuliah : Dosen
: Tanggal
:|
|
|
Sangat
setuju
|
|
|
|
Sangat
tidak
setuju
|
|
1
|
Bahan kuliah disajikan dengan
sistematik
|
5
|
4
|
3
|
2
|
1
|
|
2
|
Penyajian kuliah membangkitkan daya tarik mahasiswa atas kuliah ini
|
5
|
4
|
3
|
2
|
1
|
|
3
|
Dosen menyajikan kuliah dengan baik sehingga menggugah
cara berpikir mahasiswa
|
5
|
4
|
3
|
2
|
1
|
|
4
|
Dosen sangat
menguasai materi kuliah
|
5
|
4
|
3
|
2
|
1
|
|
5
|
Dosen sangat membantu mahasiswa untuk memahami materi
kuliah dengan baik
|
5
|
4
|
3
|
2
|
1
|
|
6
|
Dosen berupaya dengan baik untuk mendorong mahasiswa
belajar
|
5
|
4
|
3
|
2
|
1
|
|
7
|
Anda merasa telah mempelajari sesuatu dari matakuliah ini
|
5
|
4
|
3
|
2
|
1
|
|
8
|
Dosen menjawab pertanyaan-pertanyaan yang anda ajukan
dengan memuaskan
|
5
|
4
|
3
|
2
|
1
|
|
9
|
Dosen berusaha dengan baik untuk membuat mahasiswa
terlibat maksimal dalam proses pembelajaran
|
5
|
4
|
3
|
2
|
1
|
|
10
|
Apakah penyajian kuliah menimbulkan
masalah? (beri tanda Ö
pada jawaban anda) :
tidak samasekali
tulisan tidak jelas/ tulisan di papan
tulis
terlampau kecil terlalu cepat
dihapus
tulisan terlalu padat di papan tulis
lain-lain (tuliskan)
sehingga sulit diikuti ……………………….
|
|
11
|
Apakah cara bicara dosen menimbulkan
masalah ? (beri tanda Ö
pada jawaban anda)
tidak samasekali
terlampau cepat
terlampau lambat
monoton
suara terlampau suara terlampau tidak mempergunakan lain-lain (tuliskan)
lemah
keras
bahasa Indonesia baku ……………….
|
|
12
|
Perbaikan-perbaikan apasaja kah yang
dapat diupayakan ? Tuliskan usul anda !
|
|
13
|
Menurut anda, apakah ada
keunggulan/kelebihan dari dosen matakuliah ini,
tuliskan pendapat anda !
|
Teaching Assistant
Evaluation And
Improvement
Handbook
“Well- constructed course evaluations can help improve
teaching and learning
experiences in the classroom”
‘ I remain hopeful that meaningful students evaluation ….
Can continue
to occur in an environment of trust, accountability, and
goodwill.”
Katharine
Lyall,
President
University of Wisconsin System Spring,1994
Prepared
By Teaching Assistant Fellows
University
Of Wisconsin - Madison
College
Of Engineering
Prepared
Fall 1994
Updated
Fall 1995
Updated
Spring 1997
1993-1994
College Of Engineering TA Fellows
Electrical Engineering
Andrew
Meigs
Mehdi
Abrishamchian
|
Engineering Mechanics
Mike
Triller
|
Mechanical Engineering
Joey
Lacey
|
Industrial Engineering
Pat
Galecki
Chandrasekhar
Rao Polarouthu
Ravindra
Gujar
|
Chemical Engineering
Mike
Lochhead
|
|
Sandra Courter, Program Director, Teaching Improvement Program
Copyright 1994,
1995 University of Wisconsin System Board of Regent
The college
engineering will update this hand
book each year, as appropriate.
Reprinted or reproduced with permission . please send request or suggestion to
the engineering Learning Center, college
o Engineering, University of Wisconsin,
Room 3629 Engineering Hall, Madison, WI 53706.
Phone: (608) 263-3248.
|
Table Of Contents
|
Introduction ……………………………………………………………………………………
|
67
|
|
Evaluation and Improvement Process
Overview………………………………………….
|
68
|
|
Comments on the Use of This Handbook………………………………………………….
|
70
|
|
Advice for Effective Use of
Evaluation………………………………………………………
|
71
|
|
Fast Feed Back Form…………………………………………………………………………
|
73
|
|
Mid-Semester Evaluation…………………………………………………………………….
|
77
|
|
End of Semester Evaluation…………………………………………………………………
|
89
|
|
Appendix I: Resource Guide………………………………………………………………..
|
94
|
|
Appendix II : Additional Questions And
Comments………………………………………
|
103
|
Introduction
This
handbook creates a framework to help you to continuously improve your teaching
skills and styles. The framework revolve around two components: a feedback
system based upon evaluation forms, and a resource guide to help you improve.
The form in this handbook are unique in that they have been designed for TAs by
TAs . They are presented in three components: early fast feedback, mid-semester
evaluations, and and of semester evaluation. Since all Tas do not perform the
same function the forms and questions have designed to address the three main
TA categories : lecture, discussion, and lab. The form are designed to help you
discover areas where you excel and areas where you could use some improvements.
Just
as important as student feedback is how you use this information to improve.
The resources guide suggest specific resources available to aid in your
improvement. The guide also steers you to appropriate workshop help at the
beginning of each semester as part of
the College of Engineering Teaching
Improvement Program.
Please recognize that evaluation and
feedback form are only part of an overall continuous teaching improvement
process. Other methods for obtaining useful feedback to improve your
teaching include, but are not limited to: soliciting verbal feedback from your
students, having your lecture videotaped, or arranging peer or supervisor class
observation. These and other methods are briefly summarized in the handbook,
but the focus will be on the evaluation forms and resources to help you
improve.
For
those of you familiar with the Plan, Do , Check, Act cycle and other quality
improvement principles, you will notice the framework describe above reflects
the same cycle.
|
PLAN :
|
As a teaching assistant, you prepare
classroom instruction
|
|
DO :
|
You teach the class or lead the
discussion or lab
|
|
CHECK :
|
You evaluate your own performance.
The evaluation process outlined in this handbook can be used to accomplish
this step. During the “check” phase, you’ll discover thing you do effectively, as well as opportunities for
improvements
|
|
ACT :
|
to complete the cycle, you need to determine how to use
the feedback and what steps you need to take to improve the teaching and
learning associated with your class. The resource Guide suggest books,
articles, videotapes of past workshops, and future workshops.
|
At
this points the process starts over. The concept is continuous improvement. As
TA fellows, we encourage you and all faculty to adopt a continuous improvement
philosophy towards teaching. Note that once you have asked the students: ”How
can I improve?” they will expect you to improve, just as you expect them to
learn.
In
the spirit of continuous improvement and the environment of trust,
accountability, and goodwill, the College of Engineering TA Fellows believe the
following framework of feedback forms and correspondent resources will help TA s continuously improve
undergraduate education in the college.
Evaluation and Improvement Process Overview
The
schematic above outlines the various aspect of an evaluation process. After
your initial appointment and training for new TA s, the process begins and is
divided into three evaluation steps, fast feedback, mid-semester evaluation,
and end of semester evaluation. Improvement can enter the process at any point.
Note that the loop is closed, as teaching improvement is a continuous process.
Fast Feedback
Several
types of fast feedback, ranging from informal conversations with students to
the use of fast feedback forms. Some
forms are designed to be used on the first day of class. Others are designed to
be used after a few week of class, or at various times throughout the semester,
The use of fist feedback forms is quite flexible. With fast feedback you can familiarize
yourself with your class and their expectations. and you can identify and correct simple problems in
areas such as style, presentation or
facilities.
Fast feedback examples begin on 73
Mid-Semester Evaluation
Mid-semester
is an ideal time to obtain feedback front your class to help you improve. At this point in tile semester, students in
your class or lab have been exposed to homework, exams, labs. Projects, and
your grading, and may have useful feedback on your teaching in these
contexts. The objective is to attempt
mid semester correction that leads to higher final quality performance
indicated by tile end of semester
evaluations.
Classroom
observations and TA evaluation course supervisors is now required by the
College of Engineering for all new TA (First and second semester) by the
seventh week. A sample of mid semester
evaluation form is provided in this handbook that you can provide to your course supervisor for
this purpose.
Even
if you not a new TA or if your department does not required it, you can you may
wish to implement this step.
Since
all TAs are required by COE to be evaluated by their supervisor at the end or the semester. it is important that all
TA's be observed in a teaching situation at some point during the semester in order for the
supervisor to assess teaching performance appropriately'.
A mid semester evaluation examples
begin on page 77
End-of-Semester Evaluations
The
end of the semester evaluation is
generally , not as flexible as file previous two steps. Most departments require the use of a
particular standardized end of
semester student evaluation form.
the
purpose of this evaluation is two-fold: (1) to obtain an overview of your strength
and weakness throughout the semester so you may improve next semester, and (2) to provide a
formal performance assessment so your department can both ensure high teaching
standards. and in some cases. determine whether
to reappoint you.
A
standardization of the forms is necessary for fair TA assessment. The TA Fellows have spent considerable time
developing an end-of-semester form
specifically for TA s that combines the
best aspects of the existing forms.
Teaching evaluations have been separated from course evaluations. and distinction is made between laboratory and lecture/discussion
environments, The Academic Planning Council will review tile TA fellows
recommended forms in the Fall of 1994.
End-of-semester evaluation examples
begin on page 90.
Comments
on the use of this Handbook
Ø
There isn’t one right set of evaluation
forms for everyone.
The
form presented in this Handbook should be used as guide. They were selected or
developed by the TA fellows as good examples
Ø
The fast feedback and mid semester
forms are used for TA improvements.
The
fast feedback and mid semester forms are designed solely for use by TA ‘s for
self improvement. The forms in this handbook ca be copied and used directly, or
can be used as a guide in the design of your own verbal or written
questionnaires.
Ø
The end og semester evaluation are for
both TA improvement and performance assessment.
All
departments in the College of Engineering
require the use of a standardized end of semester student
evaluation form. The recommended questionnaires presented in this
Handbook were carefully developed by the
TA Fellows as an improvement on the end
of semester forms currently being
used in the College . Depending on your department These end of
semester form may be quantitatively analyzed . The questions have been designed or selected to highlight TA strength
and areas where improvement is needed. Check with your department as to
what form to use.
Ø
The Resource Guide is a valuable tool
for teaching improvement.
Understanding
your strength as a TA and where you need improvement is only part of the
overall evaluation and improvement process. You must ACT on this information in order to become a better
teacher. In some cases, avenues for improvement may be obvious, for example,
writing more clearly on the board. In other cases, you may be unsure of how to
act on information in your evaluation. The Resource Guide include in this
Handbook provides a beginning list of references, videotapes, and workshops
aimed at teaching improvement.
Ø
Teaching improvement is a continuous
process.
Most
TAs receive minimal formal teaching training prior to their first assignment. As a result, you must be self-motivated in
order to improve your skills and to become a better teacher . This Handbook is designed to facilitate this
process. Since your teaching style
will under go significant changes
during), our first few semesters of
teaching formal feedback and
evaluation can be an extremely useful tool.
Ø
Respect for students is an underlying
principle
Respect
for individual students is central to the beliefs and values on which the teaching improvement frame work rests
Advice
for effective use of evaluations
Ø
Give the evaluation forms out at the
beginning of class
Giving
the forms at the end of the lecture is an invitation for students to rush
through the form so they can leave sooner. Reserving time at the beginning of a
class for evaluations shows that you are serious about receiving feedback and
can lead to increased participation.
Ø
Clearly state the purpose of the form
Honestly
explaining exactly what the evaluation form will be used for and who sees it
can lead students to provide the most useful information. For example, it might
be useful to explain when a form will be seen only by the TA versus when the
form will be analyzed by faculty or the department administration.
Ø
Read the instructions aloud to your
class
Quality
of the feedback is ensured only if students fully understand the form. For
example, you should clearly explain the “grading” scale on any form that has
one. A score “I” may mean “excellent “ on one type of form while it may mean
“needs much improvements” on another. While the forms in this handbook should
be consistent in this respect, you must remember that students fill out forms
for different departments and colleges all over campus.
Ø
Review important comments from previous
forms with the class.
If
a note worthly point or issue is raised on a particular in semester form, it
may be helpful to specifically raise the issue during a subsequent class. This
will show the students that you read the forms and that you are prepared to act
on the information in them, or at least comments on the particular issue.
Ø
Develop alternative questions and
comments
You
are strongly encourage to develop your own evaluation forms to suit your needs
and teaching style. Appendix II to this handbook contains a list of alternative
questions and that you might find useful in developing your own types of
feedback or evaluation.
Fast
Feedback Forms
Fast
feedback is intended to some objective information about your class and to
identify areas for improvement in a quick and effective manner. Fast feedback should only take a few minutes
of class time.
Two
types of forms are presented in this section:
Fast
Early Feedback
The
purpose of fast early feedback is to develop some objective, structural information
about the class (such as scheduled) and to determine student expectation for
the class and TA. Note that this should
coincide with a statement of your expectations for the class. Which ca be
presented in a well design syllabus.
Forms
for Discussion/Lecture TAs and Lab TAs arc presented here. These forms are
generally handed out on the first day of class and are relatively self
explanatory.
Fast Feedback
The
fast feedback forms are generally used sometimes after the first homework is
returned, although some TA s and faculty choose to use these “quick answer “ form through the semester.
With this form you find out how well the students understand the format,
structure and grading requirement for the course. In addition, the feedback
gives you an early indication of topics such as the clarity of your speaking
and handwriting.
Two
fast feedback forms are presented here. The different forms reflect different
possible reaching philosophies you may have.
Option A is designed to be filled out very quickly so it does not
formally ask for written commands. If
students want to write commands you
could have them return to your mailbox at their convenience. Option B takes a different approach by asking only for written comments
by students.
You should decide
one is more suitable to your style of teaching, or use this as a guide to design your own forms or verbal questionnaires.
Fast
Early Feedback
Student
Information Sheet
Discussion/Lectures
Course/Section____________________TA_____________________Date
______________
Name:
____________________________________________________________________
Major/
Classification:_________________________________________________________
Email:__________________________________Phone:_____________________________
Best
time to reach by phone:___________________________________________________
¨
Schedule (please indicate schedule by
blocking out occupied time slots):
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
7:45
|
|
|
|
|
|
|
8:50
|
|
|
|
|
|
|
9:55
|
|
|
|
|
|
|
11:00
|
|
|
|
|
|
|
12:05
|
|
|
|
|
|
|
1:20
|
|
|
|
|
|
|
2:25
|
|
|
|
|
|
|
3:30
|
|
|
|
|
|
|
4:35
|
|
|
|
|
|
|
5:40
|
|
|
|
|
|
|
6:45
|
|
|
|
|
|
|
7:50
|
|
|
|
|
|
¨
List the prerequisites you have had
relevant to this course
¨
List the courses you are taking
concurrently with this course
¨
Describe your personal expectation with
regard to this course
¨
What do you expect of your TA in this
course?
Fast
Early Feedback
Student
Information Sheet
Laboratory
Course/Section____________________TA_____________________Date
______________
Name:
____________________________________________________________________
Major/
Classification:_________________________________________________________
Email:__________________________________Phone:_____________________________
Best
time to reach by phone:___________________________________________________
¨
Schedule (please indicate schedule by
blocking out occupied time slots):
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
7:45
|
|
|
|
|
|
|
8:50
|
|
|
|
|
|
|
9:55
|
|
|
|
|
|
|
11:00
|
|
|
|
|
|
|
12:05
|
|
|
|
|
|
|
1:20
|
|
|
|
|
|
|
2:25
|
|
|
|
|
|
|
3:30
|
|
|
|
|
|
|
4:35
|
|
|
|
|
|
|
5:40
|
|
|
|
|
|
|
6:45
|
|
|
|
|
|
|
7:50
|
|
|
|
|
|
¨
List the prerequisites you have had
relevant to this course
¨
List the courses you are taking
concurrently with this course
¨
Describe your personal expectation with
regard to this course
¨
What do you expect of your TA in this
lab?
¨
Have you had a course in first aid procedures? ·Yes
·
No CPR : ·Yes ·No
¨
Are you experienced with any laboratory
equipment potentially relevant to this lab?
Fast Feedback (Option A)
Discussion/Lecture/Laboratory
Course/Session_______________TA_______________________Date_________________
This
form is read only by your TA
|
¨
Do I speak audibly clearly?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Can you read my writing?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Are the course syllabus and reading
assignments clear?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Did you understand all the
instructions and class procedures that I announced?
|
(Yes) (No)
5…………4…………3……….2………..1
|
|
¨
Do you find my teaching style
suitable for this class?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Do I encourage questions, involvement
and debate?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Do I answer questions effectively?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
|
¨
Do you have any scheduling conflict
with the office hours?
|
(Yes) (No)
5…………4…………3……….2………..1
|
|
¨
Is in the pace of the course about
right?
|
(Yes)
(No)
5…………4…………3……….2………..1
|
Fast Feedback (Option B)
Discussion/Lecture/Laboratory
Course/session___________________TA_____________________Date______________
This
form is only read by your TA. Specific comments are specially appreciated.
1.
Can you hear me clearly?
If
no, what are the problems? (volume levels, accents, habits of chopping trailing
word, etc)
2.
Van you read my writing?
If
no, what are the problems? (size of
writing, style of writing, etc)
3.
Do I have any annoying habits?
If
yes, what are they?
4.
Do I answer questions satisfactorily?
If
no, could you cite instances of this?
5.
Do you have any scheduling conflict
with the office hours?
If
yes, with which one?
6.
What do you like most about the
(discussion or lab) format?
7.
If you were a TA, what would you change
in the current (discussion or lab) format?
8.
What do you like most about TA
9.
What would you like the TA to improve
or change
Any other comments or suggestions?
Mid
-Semester Evaluation
Mid-semester evaluation forms
Mid-semester
evaluation forms can be accomplished in several different fashions. You can hands
a peer or supervisor observes your class, pr you can have a class videotaped.
Alternatively, you can solicit written or oral feedback from the class. College
of Engineering policy indicates that supervisors must be observes new TA s
(first and second semester) sometime before the seventh week (check with your
TA department TA coordinator for the exact details.)
Mid-semester evaluation are provided
for the three categories of TA:
Ø
Laboratory
Ø
Lecturer
Ø
Discussion leader
Each
form is comprised of two parts (front and back side of a single sheet):
Ø
Teaching evaluation
Ø
Course or lab evaluation.
This
latter distinction is important in that students should distinguish between
comments on your teaching ability versus comments on the course as a whole. As
a TA, you may not be able to solve course problems, although in some cases, you
can improve the situation for the students. For example, if the students the
text is not very helpful, class notes and alternative text could be placed on
reserve in the library.
The
forms contain questions pertaining to the students involvement and
participation (for example, the percentage of discussion section they are
attended during the semester). This information may help you decide how to
weight their suggestion, and may focus more detailed questions on why attendance
/ participation was high or low. You might also consider using fast feedback to
gain further knowledge about a specific.
Acting on the Results
Once
the form are returned, analyze the results, report back to the class with the
positive findings, and act on areas where you need improvement:
Ø
Use the Resource guide in this handbook
to identify relevant information or teaching tools
Ø
Discuss results with a friend or peer,
particularly if they are an experienced TA
Ø
Discuss the results with your
supervisor or a faculty member you associate with excellent teaching.
Evaluation by Faculty Member (mid
semester or seventh week observation)
A
form to be used by a faculty member or peer to evaluate your teaching style has
also been included in this section. Most of the questions can be answered by
observing you in the classroom for 10-15 minutes. The evaluation should be
discussed right after class, while the details are still fresh. Find out what
they liked and ask for tips and pointers for areas that they think need improvement.
Some
departments use a similar version of this form for the end of semester
evaluation by faculty members.
Mid-semester TA Evaluation – Laboratory
Course
________________________Instructor________________Date________________
Please
evaluate your TA. This form is read by only your TA. Specific comments are
especially.
|
|
|
Strongly
agree
|
agree
|
Disagree
|
Strongly
disagree
|
Not
applicable
|
|
1.
|
The
material covered is presented in an organized way
|
SA
|
A
|
D
|
SD
|
NA
|
|
2.
|
The
TA makes the materials interesting
|
SA
|
A
|
D
|
SD
|
NA
|
|
3.
|
The
TA stimulates my thinking
|
SA
|
A
|
D
|
SD
|
NA
|
|
4.
|
The
TA is knowledge able about the material
|
SA
|
A
|
D
|
SD
|
NA
|
|
5.
|
The
TA is willing to help me
|
SA
|
A
|
D
|
SD
|
NA
|
|
6.
|
The
TA encourages me to learn
|
SA
|
A
|
D
|
SD
|
NA
|
|
7.
|
I’m
learning from this TA
|
SA
|
A
|
D
|
SD
|
NA
|
|
8.
|
The
TA adequately answers my questions
|
SA
|
A
|
D
|
SD
|
NA
|
|
9.
|
The
TA adequately aids me when experimental difficulties are encountered
|
SA
|
A
|
D
|
SD
|
NA
|
|
10.
|
The
demonstration are helpful
|
SA
|
A
|
D
|
SD
|
NA
|
|
11.
|
The
grading explains where my logic and understanding are incorrect
|
SA
|
A
|
D
|
SD
|
NA
|
|
12.
|
The
TA praises outstanding and/or original thinking
|
SA
|
A
|
D
|
SD
|
NA
|
13. The TA gets the class involved ·
way too little · about right · way too much
14. Do the presentation have any o the following
problems? (circle all that apply)
|
·
None
|
·
Writing to small
|
·
Writing too light
|
·
Writing too low
|
·
Erased material too soon
|
|
|
·
Obstructed
|
·Too
messy
|
·
Undefined symbols
|
·
Other (please specify)
|
15. Does TA ‘s speech have any of the following
problems? (circle that apply)
|
·
none
|
· Too
soft
|
· Too
loud
|
· Too
fast
|
· Too
slow
|
·Poor
grammar
|
·
Filler words (‘um’, ‘uh’)
|
|
|
·
sexist
|
·
Racist
|
·
complex
|
·
slurred
|
·
monotones
|
·
Other(please specified)
|
16. Is there anything about the class or TA that
can be improved?
Any suggestion on how to do it?
17. What are the TA’s strength?
Any comments?
Mid-semester Course Evaluation – Laboratory
Course/
Session______________________TA______________________Date__________
Please
evaluate this lab. This form is read only by your TA, but the results may be
shared with the course supervisor. Specific comments are especially
appreciated.
|
|
Strongly
agree
|
Agree
|
disagree
|
Strongly
disagree
|
Not
applicable
|
|
¨
The amount of material covered in
this lab is too much
|
SA
|
A
|
D
|
SD
|
NA
|
|
¨
The grading is fair, impartial and
well defined
|
SA
|
A
|
D
|
SD
|
NA
|
|
¨
The comments on returned assignment
are helpful
|
SA
|
A
|
D
|
SD
|
NA
|
|
¨
The pace of the class is
|
·Too
slow
|
|
·About
right
|
|
·Too
fast
|
¨
The lab notes / instructions are
(circle all that apply):
|
·
Excellent
|
·
Easy to understand
|
·
Complex
|
·
Boring
|
·
Vague
|
|
·
Misleading
|
·
Incorrect
|
·
Verbose
|
·
Out-Dated
|
·
Other
|
¨
If a text book is used, it is (circle all that apply):
|
·
Excellent
|
·
Easy To Understand
|
·
Complex
|
·
Boring
|
·
Other
|
¨
The pre –lab lecturer (if one exist for
this lab) (circle that all apply):
|
· Is
adequate
|
·
Covers too much
|
·
Covers too little
|
· Is
not needed
|
·
Properly introduces theory
|
¨
The pre-lab assignment are (circle all
that apply):
|
·
Dull
|
·
Interesting
|
·
Helpful
|
·
Seldom Instructive
|
|
· Too
Difficult
|
· Too
Easy
|
· Too
Much Work
|
·
Other
|
¨
The laboratory assignments are (circle
that all apply):
|
Time :
|
·
Sometimes too short
|
·
About right
|
·
Occasionally too long
|
· Too
long
|
|
Difficulty :
|
·
Sometimes too easy
|
·
About right
|
·
Sometimes too hard
|
· Too
long
|
|
Interesting
:
|
·
Dull
|
·
Occasionally
|
·
Often
|
·
Usually
|
|
Instructive
:
|
·
seldom
|
·
Occasionally
|
·
Often
|
·
Usually
|
¨
How many hours per week do you spend
working on this lab?
¨
What grade are you expecting in this
lab?
¨
Any other commands?
Mid – Semester TA Evaluation – Lecturer
Course/
session_____________________TA________________Date_________________
Please
evaluate your TA. This form is read by only your TA. Specific comments are
especially appreciated.
|
|
|
Strongly
agree
|
agree
|
disagree
|
Strongly
disagree
|
Not applicable
|
|
1.
|
The
materials covered is presented in an organizational way
|
SA
|
A
|
D
|
SD
|
NA
|
|
2.
|
The
TA makes the materials interesting
|
SA
|
A
|
D
|
SD
|
NA
|
|
3.
|
The
TA stimulates my thinking
|
SA
|
A
|
D
|
SD
|
NA
|
|
4.
|
The
TA is knowledge able about the material
|
SA
|
A
|
D
|
SD
|
NA
|
|
5.
|
The
TA is willing to help me
|
SA
|
A
|
D
|
SD
|
NA
|
|
6.
|
The
TA encourages me to learn
|
SA
|
A
|
D
|
SD
|
NA
|
|
7.
|
I’m
learning from this TA
|
SA
|
A
|
D
|
SD
|
NA
|
|
8.
|
The
TA adequately answers my questions
|
SA
|
A
|
D
|
SD
|
NA
|
9. The TA gets the class involved ·
way too little · about right ·
way too much
10. Do the presentation have any of the
following problems? (circle all that apply):
|
·
None
|
·
Writing Too Small
|
·
Writing Too Light
|
·
Writing Too Low
|
·
Erased Material Too Soon
|
|
|
·
Obstructed
|
· Too
Messy
|
·
Undefined Symbols
|
·
Other (Please Specify)
|
11.
Does TA ‘s speech have any of the following problems? (circle that apply)
|
·
None
|
· Too
soft
|
· Too
loud
|
· Too
fast
|
· Too
slow
|
·
Poor grammar
|
·
Filler words (‘um’, ‘uh’)
|
|
|
·
sexist
|
·
Racist
|
·
complex
|
·
slurred
|
·
monotones
|
·
Other(please specified)
|
12.
is there anything about the class or TA
that can be improved? Any suggestion on how to do it?
13.
What are the TA ‘ s strength?
Any other comments?
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