Science 10 Classroom Assessment
Please consider the following questions and reflect on the classes we’ve had over the semester. The purpose of the questions is to find out how I can help you to improve your quality of learning in my classroom. After you have answered these individually, I will give you a few more minutes to compare your responses with some peers around you, and you may further respond according to your discussions…
You may check off the following suggestions if you feel that they apply, but please add any of your own ideas as well.
1. Give examples of specific things I do that really help you to understand the concepts or ideas we are learning in class.
92.8% (26/28) I provide extra help
92.8% (26/28) I am honest and respectful
82.1% (23/28) I use visuals to illustrate my lesson (ppts, diagrams, multimedia clips, etc)
71.4% (20/28) I use good examples
60.7% (17/28) I explain things over and over until you understand
60.7% (17/28) I preview what will be on the test (outlines and pretests)
46.4% (13/28) I make things clear
Ø 7% (2/28) You help us in class
Ø 7% (2/28) You make science fun again!
Ø 3.5% (1/28) Show good educational videos
Ø 3.5% (1/28) Always answer peoples’ questions well
Ø 3.5% (1/28) Let us ask questions during tests
Ø 3.5% (1/28) You provide enough handouts
Ø 3.5% (1/28) You’re patient
Ø 3.5% (1/28) You get along with your students
2. Give examples of specific things I do or don’t do that make it more challenging or difficult for you to understand the concepts or ideas we are learning in class.
71.4% (20/28) I explain too much at one time
42.8% (12/28) I do not provide enough details on test outline
42.8% (12/28) I lecture at too advanced a level
39.2% (11/28) I talk too fast
14.2% (4/28) I don’t give enough small tests
10.7% (3/28) I do not provide enough visuals
7% (2/28) I do not provide enough handouts
Ø 7% (2/28) Sometimes I am unaware of what is on tests
Ø 3.5% (1/28) A little off topic sometimes
Ø 3.5% (1/28) Don’t talk about advanced things before the basics
Ø 3.5% (1/28) You expect us to know more than we do
3. Suggest some specific practical changes I could make that would help you to improve your learning in this class.
57.1% (16/28) Don’t teach many things at one time
54.5% (15/28) Have more hands-on activities
54.5% (15/28) Say when to copy notes
50.0% (14/28) Provide similar test questions in class (practice tests)
25.0% (7/28) Talk less
17.8% (5/28) Provide more visuals
10.7% (3/28) Provide more handouts
Ø 10.7% (3/28) Arrange the desks in a studio style, or with tables
Ø 3.5% (1/28) You teach well but need to go a little slower with some concepts
Ø 3.5% (1/28) Go over homework slower
Any general comments overall?
Ø 21.4% (6/28) Good job/great instructor/you’re an EPIC teacher/overall an awesome teacher/…Your teaching is perfect equilibrium of not too challenging and stressful and not too easy and boring; …A good teacher who keeps their sense of humour and actually teaches, instead of assigning textbook crap…
Ø 3.5% (1/28) Use more smiley faces
Ø 3.5% (1/28) Liked the Metric Olympics
(Two Spontaneous Poets…)
Super Socially Acceptable
Cool Cool
Interesting Interesting
Exciting Enlightening
Neat Not Boring
Clever Continually exciting
Experiments! Extra Amazing
(S.L.) (J.S.)
Description of the Group Instructional Feedback Technique (CAT – Reactions)
I chose to work with my yearlong Science 10 class, because they know me well and have had many opportunities to experience my teaching styles over two different units – ecosystems and chemistry. We have just started physics. There are 33 students, although only 28 were present for the CAT; 13 girls and 15 boys did the CAT survey. The class average is 81% for the first semester, which is somewhat unusual for Science 10 as it is a challenging curriculum. Approximately half the class is composed of music students who traditionally do very well in sciences.
A few days before I planned to administer the CAT, I casually chose 10 students of various abilities and personalities, male and female, to be a focus group. I explained to them the purpose of the CAT, why I was doing it (both for the course requirement and also for my own interest) and gave them the option of helping to devise the question criteria. They all agreed and seemed excited about the opportunity to safely critique the positive aspects of my teaching and to identify what areas could be improved upon (or maybe it was the candy I promised them!). I framed the context by giving them the three lead questions (see sheet). Individually at first, and then as a whole group, they came up with statements for each of the three questions that they felt would be most applicable for a survey with the class.
I set up their comments in the survey and added a few so that each question would have the same number of statements, and then left room for any additional comments. The statements were not in any particular order. On the day of the CAT, I explained the overall purpose and process to the entire class, and asked for their anonymous participation, which they readily accepted. After I gathered the data and calculated the percentages for each response, I considered the results as discussed below.
The questions posed to the class are as follows:
1. Give examples of specific things I do that really help you to understand the concepts or ideas we are learning in class.
2. Give examples of specific things I do or don’t do that make it more challenging or difficult for you to understand the concepts or ideas we are learning in class.
3. Suggest some specific practical changes I could make that would help you to improve your learning in this class.
4. Any general comments overall?
Thoughts about #1 – I find it interesting that only 46% said I make things clear yet 61% said I explain things until they get it. With everyone passing the course and a class average of over 80%, this data is a bit confusing. I would like to find out more about this. Students obviously recognize the extra help factor and that I respect them and enjoy working with them (93%).
Thoughts about #2 – This is very intriguing to me, especially relative to what the students’ perspectives are on some of the statements. I recognize that the Science 10 curriculum is extensive and can see where I would try to explain too much at one time in some topics/ talk too fast perhaps. I need to keep track of that, and not elaborate too much, or bring in too many other interesting tidbits of related information. 42% said I lecture at too high a level – (the chemistry unit I expect) so taking care with my language and choice of words may also help to lessen this.
It is curious that 42% said I don’t provide enough details on test outline for two reasons. One – we go over practice sheets, problems and specific pretests which I explain, go over, and say – these are exactly like the ones on your test. Second – the test outline is comprehensive, covering all of the major concepts and details required. I wonder if this is more a reflection on their study and preparedness levels.
Thoughts about #3 – The 57% who suggested that I not teach too many things at one time are probably some of the 71% who said I explain too much at one time, definitely something to work with. I am quite surprised by the 54.5% who said that I should tell them when to copy notes, because I do that very specifically, to the extent that on Powerpoints with a good amount of text, I even have a different colour of font for the information I want them to copy down. I wonder if this result is because we haven’t had any notes to copy for awhile. I’d like to get a better reality check on this to clarify what they’re experiencing.
ACTION PLAN
The quick and easy aspects have already changed – the classroom is set up again like a studio format and I try to be more aware of how much and how long I teach – leaving more room for activities and class work. The overall key idea that comes through this survey is time – time to go over concepts thoroughly, reflecting more over homework, keeping a good balance in class between talking/answering questions time, and having time to work on the learning process. Main Goal: Be more aware - try not to complicate the learning process by explaining too much at once – break it down into smaller sets. Fitting in more hands-on activities is another goal, even if some are demonstrations. I will continue giving my quick quizzes, and will remind students that my test outlines on my webpage, accessible 24/7 along with worksheets, online practice quizzes and games. The handouts and visuals are valued and appreciated, so continue to provide those.
Tracy Webb