NR 537 Week 1 Discussion

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Introduction

One primary goal of an educational program is to foster cultural humility. However, even with such objectives in place, it is possible for learners to express dissatisfaction with the program or course. In the context of an educational program you have delivered, where learners expressed significant dissatisfaction in their evaluations, it is important to identify strategies for assessment and evaluation. These strategies can highlight what went wrong and provide insight into how to improve the program in the future. This paper will discuss two quantitative methods of assessment and evaluation as well as one qualitative method for identifying issues and enhancing the program.

Quantitative Methods of Assessment

Quantitative assessment and evaluation rely on data collected from a group using various tools such as questionnaires, tests, or structured interviews (Haviz & Maris, 2018). In an academic setting, it is crucial to gather feedback from learners about their satisfaction with how the material was presented. Two key quantitative methods that can help identify program issues are student end-of-course evaluations and examinations.

End-of-course reviews or evaluations are common quantitative tools that allow learners to provide feedback on their satisfaction with the course, including what worked well and what could be improved. These evaluations often include both positive and negative feedback, which can help the educator identify areas for change. Student engagement surveys also provide valuable insights into the learners’ experience. For this method to be effective, it is important that students are aware of the evaluation process and understand the importance of providing honest and constructive feedback. Perera et al. (2019) found that end-of-course evaluations are a valid and useful method for assessing the effectiveness of an educational program.

NR 537 Week 1 Discussion

Examinations, another quantitative assessment tool, provide insight into the learners’ understanding of the course material. By reviewing examination results, the educator can assess the learners’ grasp of key concepts, which can reflect the effectiveness of the teaching methods and the material presented. The scores of examinations can help pinpoint areas where learners may have struggled, allowing the educator to modify the course content or teaching strategies for future learners. Mukumbang and Alindekane (2017) emphasize that the educator’s knowledge and ability to deliver material are crucial factors in the overall success of the teaching process.

Qualitative Method of Assessment

In addition to quantitative methods, qualitative assessment techniques can also provide valuable information about what went wrong and how to improve the program. One effective qualitative method is conducting a focus group. A focus group typically involves a small group of learners and possibly staff members who engage in a discussion based on a set of pre-determined questions. This approach allows participants to share their perspectives on the educational program and identify areas for improvement.

By facilitating an open dialogue, the instructor can gain deeper insights into the learners’ experiences and perceptions that may not be captured through quantitative methods alone. The feedback and suggestions from the focus group can be used to refine teaching methods, adjust course content, and better align the program with the learners’ needs and expectations.

Conclusion

In conclusion, both quantitative and qualitative assessment methods are crucial for evaluating the effectiveness of an educational program. Quantitative methods, such as end-of-course evaluations and examinations, provide measurable data that can highlight areas of strength and weakness. Meanwhile, qualitative methods like focus groups offer deeper insights into the learners’ experiences and can guide improvements in the program. Combining these approaches ensures that the program can evolve based on comprehensive feedback and ultimately lead to better learning outcomes.

NR 537 Week 1 Discussion

References

Haviz, M., & Maris, I. (2018). Teaching quantitative research method with three methods of learning. Al-ta’lim Journal, 25(3), 234-247. http://dx.doi.org/10.15548/jt.v25i3.394

Mukumbang, F., & Alindekane, L. (2017). Student nurse-educators’ construction of teacher identity from a self-evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108-115. https://dx.doi.org/10.1002/nop2.75

NR 537 Week 1 Discussion

Perera, D., Mendis, W., Kasunjith, D., Jayathilaka, W., & Wickramasuriya, S. (2019). Evaluation of the undergraduate family medicine program of Faculty of Medicine University of Kelaniya: Quantitative and qualitative student feedback. BMC Medical Education, 19(444), 1-7. https://doi.org/10.1186/s12909-019-1882-6