Student Survey of Homework Assignment:
An Example of Alternative Assessment
Date: Summer 2008
Reflection written July 7, 2008
Standard: National Science Education Standard C. This standard states that teachers of science will engage in ongoing assessment of student learning.
Describe: In addition to summative and formative assessments of student learning, it is beneficial for me to obtain student feedback on the methods and assignments that I use in my teaching. This type of student feedback is typically obtained through informal student conversations, or via a one-page survey administered at the end of each semester. However, in an attempt to obtain more information in a more timely matter, I have recently begun administering student surveys immediately following specific assignments or in-class exercises. The prompt response time helps me as well as the students. At the end of the semester, the students have forgotten how they felt about a specific assignment, or they are in a hurry to complete the survey and finish the course. Additionally, when I request immediate feedback, the students feel that they are actually being listened to and that their comments will have an effect.
The sample survey included here is used to assess the previously described assignment: to write a children’s story about innate immunity.
Analyze: This artifact was chosen for inclusion in my teaching portfolio since it demonstrates an alternative assessment technique. Although it is important to assess student learning, it is also important to assess how students are learning; what works in one classroom may not work with other students. Using anonymous surveys is one way to obtain this information.
Appraise: Throughout the 2007-2008 school year, students were given a few minutes at the end of a class period to complete the surveys. However, during the summer 2008 Microbiology course, I began administering the surveys via the online course management system Desire2Learn. Using the online delivery system, the students have access to the survey immediately following the homework assignment or in-class exercise. The surveys then remain available until the end of the semester. Both the in-class and online surveys are anonymous, however the online surveys have the added advantage of removing the possibility of recognition of student handwriting. The disadvantage of the online delivery system is that since the surveys are no longer part of class time, the students have no incentive to complete them. This has resulted in significantly reduced student feedback. However, the feedback that is obtained is still of value.
The sample survey included here shows the response that was obtained following completion of the innate immunity children’s story during the summer of 2008. Although only one student completed the survey, it is of interest that the student did not prefer this method of learning to traditional lecture. It is also apparent that the objective of the children’s story assignment was fulfilled when the student stated that “trying to write [the story] in the way that [could] be understood by second graders [helped] me to understand it in an easy way.” (Please note that Melinda Ekkens-Villanueva, not the student, added the words in brackets.)
Since only one student complete the survey, it is difficult to determine whether the dislike of this learning method is unique to this student. It is also possible that this dislike reflects hesitancy with a new method of learning. Both of these possibilities will be considered as I design future assignments; either way, this assessment tool acquired useful feedback. Furthermore, since I obtained an unexpected response (preference of lecture, not the active learning strategy), this demonstrates the necessity of continued use of such surveys as a way to assess the effectiveness of assignments.
Transform: There are several changes that I would like to make in response to the results from this survey. Although using the online delivery system reduces the number of student responses, I will continue to make the surveys available in this manner since it does not detract from class time. As mentioned, the online surveys also add a layer of anonymity since the teacher no longer views student handwriting. To increase student responses, however, I will be more proactive in class by emphasizing the availability of the online surveys and requesting that students complete the surveys. When appropriate, I will also mention aggregate data in class to clearly demonstrate that I am reading and responding to the students’ feedback. By explicitly addressing student concerns, I will demonstrate respect for their thoughts, suggestions, and concerns. It is expected that if the students feel they are indeed being listened to, they will be more likely to make further suggestions. If, however, student response remains low, a return to traditional paper-based surveys must be considered. An alternative would be to offer a class incentive, possibly in the form of participation points, for completion of the online surveys. This could be done in a manner similar to the method that is currently used to encourage completion of the teacher evaluation by the students.
The other matter that I will address is the student comment that they did not prefer writing the children’s story to lecture. With the limited student data, it is difficult to determine whether this reflects hesitancy with a different teaching methodology, a general dislike of writing assignments, or is unique to this student. Informal conversations with the students suggested that they enjoyed the writing assignment. This may demonstrate the appeal of the anonymity of the online surveys, or may suggest a general hesitancy with a new assignment, as this assignment was quite different from anything else that they did in the microbiology course. To address this concern, I will add several short writing assignments before assigning the children’s story. Additionally, as I continue to use alternative teaching methodologies, the students will become familiar with non-lecture based learning. These two changes should increase student acceptance of this assignment. If not, though, I will consider dropping this assignment from the microbiology course. The Microbiology (BIOL 150) is a lower-division course, and an intensive writing assignment such as this may be more appropriate for the upper-division science majors.
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Click here to view a sample homework survey.