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Implementation and Assessment of a Post-Course Evaluation Program

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Abstract:

Objective: The purpose of this project is to evaluate a new post-course evaluation process at our college.

Methods: Each course facilitator completes a self-evaluation of their course. A report is prepared by the Associate Dean for Academic Affairs (ADAA) that summarizes time spent in the course and student grade outcomes. The ADAA also summarizes student evaluations of the course identifying areas for improvements (the Associate Dean for Assessment & Teaching Effectiveness will conduct these reviews in the future). A meeting between the facilitators and the two Associate Deans is scheduled to discuss the findings. A final report is submitted to the Curriculum Committee for approval. An anonymous survey was created to ask the faculty about the usefulness of this process and to obtain suggestions for improvement.

Results: The response rate for the survey was 72% (18/25). Summary of grades and other scores was the area that faculty felt was the most helpful (61% agreed/strongly agreed). The least helpful area was the summary of the student evaluations that identified weaknesses with the course (39% agreed/strongly agreed). A few faculty expressed concern about how significantly student evaluations impacted the evaluation of the course. Overall, 56% agreed/strongly agreed that the evaluation process helped improve facilitation of their course.

Implications: We believe the post-course evaluation process has helped provide an objective assessment of the quality of the didactic courses in our college. Improvements may be realized by also using faculty peer-evaluation data to balance the weight given to student evaluations of courses and faculty.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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MLA Citation:

Murray, Wallace. and Okamoto, Mark. "Implementation and Assessment of a Post-Course Evaluation Program" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p125637_index.html>

APA Citation:

Murray, W. J. and Okamoto, M. , 2006-07-05 "Implementation and Assessment of a Post-Course Evaluation Program" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p125637_index.html

Publication Type: School Poster
Abstract: Objective: The purpose of this project is to evaluate a new post-course evaluation process at our college.

Methods: Each course facilitator completes a self-evaluation of their course. A report is prepared by the Associate Dean for Academic Affairs (ADAA) that summarizes time spent in the course and student grade outcomes. The ADAA also summarizes student evaluations of the course identifying areas for improvements (the Associate Dean for Assessment & Teaching Effectiveness will conduct these reviews in the future). A meeting between the facilitators and the two Associate Deans is scheduled to discuss the findings. A final report is submitted to the Curriculum Committee for approval. An anonymous survey was created to ask the faculty about the usefulness of this process and to obtain suggestions for improvement.

Results: The response rate for the survey was 72% (18/25). Summary of grades and other scores was the area that faculty felt was the most helpful (61% agreed/strongly agreed). The least helpful area was the summary of the student evaluations that identified weaknesses with the course (39% agreed/strongly agreed). A few faculty expressed concern about how significantly student evaluations impacted the evaluation of the course. Overall, 56% agreed/strongly agreed that the evaluation process helped improve facilitation of their course.

Implications: We believe the post-course evaluation process has helped provide an objective assessment of the quality of the didactic courses in our college. Improvements may be realized by also using faculty peer-evaluation data to balance the weight given to student evaluations of courses and faculty.

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