Soc 520 Course Evaluation Methods Assignment Goes Bad

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Soc 520 course Evaluation Methods Assignment evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept. Topic 7: Teaching and Course Evaluation

For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:

• Explain the purpose of the questionnaire.
• 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
• Two short-answer essay questions asking students to reflect on their learning experience.

Likert Scale Questionnaire:

Purpose of the questionnaire:

To gather student feedback on the effectiveness of the course curriculum, teaching methods, assessments, and classroom environment to inform continuous improvement and ensure meaningful student engagement and learning outcomes.

10 prompts about the course:

1. The course materials (texts, videos, and other resources) enhanced my understanding of sociological concepts.
2. The instructor clearly explained the learning objectives for each week.
3. The assessments (quizzes, worksheets, assignments) accurately measured my understanding of the course material.
4. The classroom discussions encouraged me to think critically about sociological topics.
5. The instructional methods used helped me stay engaged and motivated to learn.
6. The classroom environment was respectful and supportive of diverse viewpoints.
7. The instructor provided timely and constructive feedback on assignments and assessments.
8. The use of videos and multimedia made the course more interesting and relevant.
9. I felt confident applying sociological theories and concepts to real-world issues.
10. The weekly activities and worksheets helped me deepen my understanding of civil disorder and urban rioting.

Two short-answer essay questions:

1. Describe how the course activities and discussions have influenced your understanding of sociological perspectives on civil disorder.
2. Reflect on a specific lesson or activity in this course that significantly improved your learning or changed your perspective. Explain why.

Paper For Above instruction

The development and implementation of effective course evaluation methods are integral to enhancing teaching quality and fostering student learning in higher education. While traditional evaluation approaches focus predominantly on accountability and curriculum assessment, incorporating self-reflection and student feedback mechanisms offers a comprehensive view of instructional effectiveness and student engagement (Kember & McNaught, 2007). This paper discusses the design of an evaluation questionnaire tailored for Professor Provoker’s sociology course, aimed at capturing students’ perceptions of their learning experience and teaching impact, especially within the context of a civics-themed week focusing on urban riots and civil disorder.

The purpose of such a questionnaire extends beyond mere data collection; it seeks to provide actionable insights that allow instructors to refine their pedagogical strategies and improve student outcomes. Specifically, a Likert scale survey complemented by open-ended questions creates a balanced assessment tool that measures perceptions quantitatively and explores qualitative reflections on learning (Dillman et al., 2014). It ensures that instructional improvements are informed by students’ voices, fostering a culture of continuous pedagogical growth.

Designing the Likert scale prompts involves crafting questions that examine core aspects of the course experience, including resource effectiveness, clarity of instructional objectives, assessment alignment, and classroom environment. For instance, prompts assessing whether course materials enhance understanding and whether assessments accurately measure student learning provide direct feedback on curriculum efficacy. Questions about discussion participation and engagement evaluate the pedagogical strategies employed by the instructor, especially when active, multimedia, and discussion-based learning activities—such as those described in Professor Provoker’s case—are integrated into the course. Additionally, items addressing classroom climate and the provision of timely feedback tap into the affective and relational dimensions critical for student motivation and confidence.

The two open-ended questions serve to elicit deeper reflections on personal learning and the influence of specific course activities. Asking students to describe how instructional methods have impacted their understanding of sociology allows for nuanced insights into pedagogical effectiveness. Meanwhile, reflection on a significant lesson or activity helps identify which aspects of teaching resonate most strongly with students and facilitate transformative learning experiences. These qualitative responses complement Likert scale data, providing rich narratives that guide targeted course improvements.

Implementation of this comprehensive evaluation tool should follow best practices, ensuring anonymity and encouraging honest feedback to maximize data reliability (Fowler, 2014). Moreover, embedding regular evaluation cycles facilitates ongoing curriculum assessment, enabling professors like Provoker to adapt actively to student needs and emerging sociological issues, such as urban riots, as depicted in her case study. The feedback collected can inform not only curricular adjustments but also teaching practices, fostering an inclusive, engaging, and relevant learning environment.

In conclusion, well-designed course evaluations that combine quantitative and qualitative data are vital for fostering effective teaching and meaningful student learning. They serve as vital tools for instructors committed to reflective practice, curriculum enhancement, and the cultivation of critical, engaged learners capable of applying sociological knowledge in real-world contexts.

References

• Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Mail, and Mixed-Mode Surveys: The Tailored Design Method. John Wiley & Sons.
• Fowler, F. J. (2014). Survey Research Methods (5th ed.). Sage Publications.
• Kember, D., & McNaught, C. (2007). Characteristics of effective e-learning: A research perspective. Elluminate Journal of Excellence in Teaching & Learning, 4, 21-32.
• Mooney, C. (2015). Evaluating teaching: The purpose, process, and impact. Educational Assessment, Evaluation and Accountability, 27(3), 269-284.
• Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
• Phi Delta Kappan, 80(2), 139-148.
Studies in Higher Education, 31(2), 199-218.