ppt课件-eos-seiyear1progress.pptVIP

Results- Spring 08 Response comparisonsMemorization and thinking Categories- representing 5-8 questions Course comparison- Any course stand out ? Year to year comparison EOSC 114 Attitude Survey Summary Student attitudes and beliefs towards EOS showed a 0-2 % positive shift which differs from initial published results from Physics and Chemistry at Colorado that showed a 5-10 % negative shift. We should be aiming for large positive shifts in student attitudes in all categories The survey highlighted particular attitudes that can be concentrated upon for course improvement. The survey highlights courses that are positively effective and negatively effective in changing student attitudes. The survey highlights positive and negative changes in courses over time. 2. Goals (course and module) For instructors: learning goals workshop Course level Initial attempts Iteration Module level Range of Bloom’s Levels All cognitive domains  (cognition, metacognition, psychomotor, affect) Lesson level goals are more “moveable” Connection with curriculum Course module level goals EOT survey shows improvement in recognition of goals: Three questions: Agree or disagree? a. Overall learning goals were clearly expressed for the course. b. Ditto … for each module. c. Relationship between modules was clear. Spring 08 left Fall 07 right. Overall Module Relating modules 3. Assessments of learning Closely connected with goals Integral part of “active learning”. Informs students of progress towards goals Instructors see areas needing support. Tests / Exams No surprises for students Range of cognitive domains and Bloom’s levels that match those of goals. Improved from F’07 to S’08 (EOT): “The grading system is adequate.” (two midterms and a final exam) BUT … student “likes” “best practice” are not always the same …? Spring’08 Fall’07 Negative Neutral Positive Course transformation process for eosc114 Learning about the course and student’