Techniques for Assessing Learner Reactions to Instruction

Research on the ability of college students to evaluate teachers and courses shows that standard instruments used to collect student judgments have reliabilities in what range?

According to Feldman's (1976) review of studies, how many characteristics of effective teaching were consistently ranked high by students?

What is the primary purpose of the Chain Notes technique (CAT 41)?

In the 'Introduction to Psychology' example for Chain Notes, approximately what portion of students indicated they were not paying attention to the lecture or were daydreaming?

What is a stated 'CON' or disadvantage of using the Chain Notes technique?

What is the primary purpose of Electronic Mail Feedback (CAT 42)?

What is a key advantage of Electronic Mail Feedback regarding anonymity compared to handwritten feedback?

Teacher-Designed Feedback Forms (CAT 43) are described as typically containing how many questions?

What is one of the main purposes of using Teacher-Designed Feedback Forms?

What is a stated 'CAVEAT' or warning for using Teacher-Designed Feedback Forms?

The Group Instructional Feedback Technique (GIFT) centers on getting student responses to which three basic questions?

In the Organic Chemistry example for the Group Instructional Feedback Technique (GIFT), what percentage of students reported that the instructor 'Previews what will be on the tests' helps them learn?

In the Organic Chemistry example for the GIFT, what percentage of students suggested that the instructor 'Talk slower' as a practical change to improve their learning?

What does the text suggest is the ideal way to administer the Group Instructional Feedback Technique (GIFT)?

What is a major 'PRO' of using a third party to collect feedback in the GIFT procedure?

What are the two complementary purposes of Classroom Assessment Quality Circles (CAT 45)?

In the 'History of Western Civilization' example for Quality Circles, how many students initially volunteered and how many ultimately committed to participating?

In the Quality Circles example, what compensation did the twenty student participants receive?

What is a significant 'CON' of implementing Classroom Assessment Quality Circles?

What are the five steps of the full RSQC2 technique?

What is a primary purpose of the RSQC2 technique?

In the 'Mathematical Concepts' example for RSQC2, what was the instructor's initial reaction to the student feedback?

What is a stated 'CON' or disadvantage of using the RSQC2 technique?

What is a primary purpose of using Group-Work Evaluations (CAT 47)?

In the sample Group-Work Evaluation Form (Exhibit 9.2), what is the second question asked of students?

What is a key 'PRO' of using Group-Work Evaluations regarding group dynamics?

What is the stated purpose of Reading Rating Sheets (CAT 48)?

In the 'Philosophy of the Person' example, what was an unintended benefit of using Reading Rating Sheets?

What is a 'CAVEAT' for using Reading Rating Sheets concerning the nature of the feedback?

What is the primary purpose of Assignment Assessments (CAT 49)?

When using Assignment Assessments in introductory courses, when should the technique generally be applied?

In the 'Seminar in Physical Anthropology' example, what was one of the two main 'negative' points students raised about the assignment?

What is the overriding purpose of Exam Evaluations (CAT 50)?

To ensure the memory of the test is still fresh in students' minds, when should an Exam Evaluation form be handed out?

In the sample Exam Evaluation Form (Exhibit 9.4), what is the third question asked of students?

What is a primary 'PRO' of using Exam Evaluations?

What metaphor do Riegle and Rhodes suggest is more appropriate for student evaluations than rating, assessing, or judging?

Which of the five CATs in the 'Assessing Learner Reactions to Teachers and Teaching' cluster is described as involving a one-time assessment with the whole class, often facilitated by a third party?

Which technique is described as a modular, five-step protocol that guides students through recall, summary, analysis, evaluation, and synthesis exercises about a previous class session?

The overview of the second cluster of CATs states that Exam Evaluations should be applicable to a great many college classrooms because of the almost universal use of what?

In the 'From Composing with Computers' example for Chain Notes, what was one of the three main groups of responses the instructor noted?

In the Computer Science example for Electronic Mail Feedback, what specific question did the instructor ask the students?

The Group Instructional Feedback Technique (GIFT) is an adaptation of what widely used approach to eliciting focused student reactions?

In the History of Western Civilization example, how did the twenty members of the Quality Circles gather feedback from their peers?

According to the 'CAVEATS' for Quality Circles, what is perhaps the worst outcome that can occur when using this technique?

What is a defining characteristic of the RSQC2 technique's implementation?

In the sample Group-Work Evaluation Form (Exhibit 9.2), how many questions are on the form in total?

In the 'Academic Reading Skills (ESL)' example, what was one of the two main reasons the instructor used Reading Rating Sheets?

What is a potential 'CON' of using Assignment Assessments?

What is a 'CAVEAT' for using Exam Evaluations related to student expectations?