Ts1303_Teaching_and_Learning

-Assessment Two: TS1303 Evaluation of Teaching, Learning and Assessment. Before commencing this evaluation I took into consideration all of the groups learning needs. I chose my first year students because they were relatively new to the college, I felt these students were more reserved with their opinions and I needed honesty with their feedback to obtain a true evaluation of my teaching. These students ages range from sixteen to forty-two, the class would normally consist of twelve students but there were only ten available to complete the evaluation questionnaire. I have worded these questions to suit all learners; they are designed to allow the student to be more constructive in their feedback. These students have been reassured that their feedback will remain anonymous and my findings will be acted upon where necessary to help improve my teaching. I have included two open questions for the students to personally comment on, these questions will give them more freedom with their answers where there is a shortfall in my quantitative designed questions. I had asked my students to study the questions before answering to find out whether they thought the questions were leading and asked their opinion on questions they felt uncomfortable with. The students were happy enough to take part and agreed the questions gave them the opportunity to express themselves honestly without feeling pressured. Asking the students their opinions on the questions has enabled me to obtain a true evaluation of my teaching. Quantitative questions used in evaluation: 1. How would you rate tutorial demonstration and coaching in the workshop' 2. Are the instructions easy enough for you to understand' 3. As an individual do you feel that learning is shared equally' 4. How do you rate your tutors listening skills' 5. Are you encouraged by your tutor’s feedback' 6. Is the work challenging your practical and mental capabilities' 7. Are you respected as an individual' Answers are shown in table below. Options relate to the numerical ratings shown on evaluation questionnaire on page two. Graphic chart findings are on page 3. Question | Option | Option | Option | Option | Option | Option | | | 1 | 2 | 3 | 4 | 5 | 6 | | 1 | | | | | 50% | 50% | | 2 | | | | 30% | 20% | 50% | | 3 | | | | | 10% | 90% | | 4 | | | | 30% | 30% | 40% | | 5 | | | | | 20% | 80% | | 6 | | | 10% | 20% | 50% | 20% | | 7 | | | | 20% | 10% | 70% | | DIPLOMA I, 1ST YEAR STUDENTS FEEDBACK ON TEACHING EVALUATION OF COURSE LEARNING Please answer the following questions to help evaluate my teaching methods: 1. How would you rate tutorial demonstration and coaching in the workshop' Not helpful 1 2 3 4 5 6 Very helpful Red = Options 2. Are the instructions easy enough for you to understand' Not at all 1 2 3 4 5 6 totally 3. As an individual do you feel that learning is shared equally' Never 1 2 3 4 5 6 always 4. How do you rate your tutors listening skills Never listens 1 2 3 4 5 6 always listens 5. Are you encouraged by your tutor’s feedback' Sometimes 1 2 3 4 5 6 always 6. Is the work challenging your practical and mental capabilities' To easy 1 2 3 4 5 6 challenging 7. Are you respected as an individual' Not at all 1 2 3 4 5 6 totally 8. Have you any other comments on how your tutor can help facilitate your learning needs. 9. What changes would you like to see in your workshop environment that you feel would help improve your learning. Thank you for taking the time to give this valuable feedback. Qualitative questions eight and nine enabled the students to feel more confident in participating in open discussion after completing the evaluation feedback, and felt it was the right time to express their views. My findings from question eight was that sixty per cent of students didn’t want to comment, they explained further in our discussion that they were happy the way things were. One more student had written the same answer; in total seventy per cent came to the same conclusion. The remaining thirty per cent of answers were openly discussed and acted upon. Ten per cent of students now have easier access to computers. More written work was offered to ten per cent of students but they still had to participate in group discussions. This person changed their mind and said that they were now happy with having group discussions. Although ten per cent needed clearer explanation, I emphasised to the whole class to remember to always ask if they don’t understand. My findings from Question nine were that forty per cent didn’t want change. Ten per cent needed more access to computers this answer overlapped with question eight. I combined two answers being; Practical work to be more realistic and the opportunity to work in bigger areas, because they were relevant to each other. Although twenty per cent answered these combined questions I decided to explain to the whole class that in year two they would have individual rooms which will mirror realistic situations in a real working environment to practice their work on. I would encourage working as a team but the individual’s performance is being assessed was my answer to ten per cent who wanted to work as a group practically, and then they realised from my explanation that this was not practical. Ten per cent asked for individuals to be on separate tasks at the same time, “this wasn’t possible due to the structure of the diploma” I explained. More explanation and practice was needed said ten per cent of the class, this student remarked that they preferred practical work as opposed to technical and then decided they needed to improve their listening skills and ask more questions during the discussion. Question 8 No comment. 60%. | Question 8 Easier access to computers. 10%. | Question 8 In theory explains things better. 10% | Question 8 Happy with the way things are. 10% | Question 8 More written work instead of group discussion.10% | Question 9 No change. 40% | Question 9 Works as a group practically, to help us work as a team. 10% | Question 9 Different tasks for individuals on separate tasks. 10% | Question 9 Practical work to be more realistic. 10% | Question 9 More access to computers. 10% | Question 9 More explanation and practice. 10% | Question 9 Bigger areas to work in. 10% | In analysis of question eight, seventy per cent indicated that they were happy with the tutor facilitating their learning needs and thirty per cent made other comments in areas for improvement. After the open discussion I received feedback from the students and they collectively remarked that easier access to computers would help with their learning, and they would ask more questions when they didn’t understand. Question nine indicated that forty per cent were happy with the way things are, thirty per cent required larger and more realistic areas to work in. Access to computers overlapped with question eight as well as asking more questions to understand, which covered twenty per cent. The remaining ten per cent after open discussion understood why their suggested changes wouldn’t work practically. After the open discussion some of the students had wished they had took more time to answer questions eight and nine, after hearing other students written comments ,but they were glad that they had a chance to voice their opinion in the discussion. These open questions have allowed me to prioritise student needs; I have already made computers easier to access, students are asking more questions and they all will be working in larger areas in their second year, and have accepted the reasons why. Most of these students are coming back next year, so I will probably use the quantitative questions again just before they finish their diploma one to compare changes in their ratings, and then evaluate the results so that I can further improve in my teaching In Reece and Walker (2007) Maslow’s Hierarchy of Basic Needs as Applied to the Classroom, (Maslow 1962:77) quotes “Help students feel good about themselves and they may learn that much more effectively.” Maslow has reminded me of the importance to nurture the student to have a sense of belonging, feeling comfortable and confident in their learning environment. Knowing my students helped me select the questions that were best suited to allow me to obtain a truthful evaluation of my teaching. I analysed the Student Rating Schedule in Reece and Walker (2007) and found the numerical ratings useful to gain a broader perspective, but the questions were to long winded, this would bore my students, truthful or untruthful answers would not have been as useful in terms of feedback. I found the Questionnaire for Students on the Effectiveness of their course in Reece and Walker (2007) more suitable, but the numerical scale would have given them less scope for their answers. In conclusion designing my own questions has enabled me to obtain honest feedback which was effective enough to act upon. We have all now moved forward developing student and teacher relationships, the evaluation questionnaires will form an essential part of my tool kit to use now and in the future to provide better learning for the students. Word count 1,083 References Maslow (1962) in Reece, I & Walker, S. (2007) Teaching, Training and Learning. A practical guide. 6th ed revised. Business Education Publishers Limited. Reece, I & Walker, S. (2007) Teaching, Training and Learning. A practical guide. 6th ed revised. Business Education Publishers Limited. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |