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Assessment Tools

Online Courses

Ongoing Assessment for Continuous Improvement

Sample Tools
 
The following assessment tools will inform pedagogy and planning to enhance students learning in the your course and will be collected by the Students Assessing Teaching and Learning (SATAL) Program at UC Merced through the Catcourses survey or Qualtrics function. The SATAL program trains undergraduates in data gathering, analyzing and effective reporting for course assessment.
 
  1. To better understand the needs and backgrounds students bring to the course, students will complete a needs assessment survey during the first week of class.
  2. Students will complete a Mid-course feedback survey to gauge student learning and engagement in the course and adjust the course whereverpossible for the second half of the semester.*
  3. Students will complete a Final course assessment closely tied to the course learning outcomes and specific teaching and mentoring practices tocollect data on the course design, student learning and better inform about what the instructor can do to improve learning in the classroom for the nextcourse iteration.
 
These formative assessment tools will collect student self-perceptions of their own educational experiences at different points during the semester to
collect timely, accurate, and in depth feedback about the course.
 
Based on the data collected, the instructor will make course adjustments every semester to reflect student feedback on the (name) course.
 
* The Mid & Final Course Assessment will consist of three parts:
 
Part 1: Outcomes and Teaching Practices
 
Please indicate the level of your agreement with each statement using a scale of 1-6 as follows:
 
6--strongly agree 5--moderately agree 4--slightly agree
 
3--slightly disagree 2--somewhat disagree 1--strongly disagree
 
(list of course outcomes) My abilities to …. has become stronger or much stronger
 
  1. What practices have helped you develop the course outcomes?
    (list of teaching practices)
  2. What if anything would you improve and how?
  3. Is there any other support that we may provide to help you succeed in this course?
  4. How would you describe your ability to … SLOs… now compared to the beginning of the program?
 
Part 2: Mentoring Practices (and group work if necessary)
 
1. Below is a series of statements about your experience working with your faculty mentor and your research group. Please indicate the level of your
agreement with each statement using a scale of 1-6 as follows:
 
6--stronly agree 5--moderately agree 4--slightly agree
 
3--slightly disagree 2--somewhat disagree 1--strongly disagree
 
I'm treated with respect by my group members
 
Being part of the group has helped to improve my research skills
 
I have made friend with my group members
 
Working with my group is better than working on my own
 
Meeting with my group is a good experience
 
I'm treated with respect by my faculty mentor
 
My mentor is available when I need help
 
The research topic proposed by my mentor is interesting
 
I have a good understanding of the strategy to attack my research problem
 
I feel that I could talk to my mentor about anything
 
Part 3: Life-Long Learning (assume responsibility for their own education and develop the skills and attitudes of life-long learners)
 
  1. What is the most important knowledge you have gained from taking this course?
  2. What are the most valuable skills that have you developed as a result of taking this course?
  3. How has taking this course has changed the way you look at yourself?
  4. How has taking this course changed the way you look at the world?
  5. How has taking this course changed the way you think about the future?
  6. How do you know whether these changes have occurred?
  7. What changes might be made in the course to enhance your learning?