7) Where in the program is students’ development being best supported?
Here, you might choose to contrast students’ reports with faculty members’ perceptions and cross contrast those findings with course outcomes, instructional and assessment strategies. What courses, activities and learning opportunities do students identify as providing ideal opportunities to develop the graduate attributes?
Interpretations:
- What are the characteristics of the learning and assessment opportunities that students identify as critical to their learning?
- How well aligned are instructional and assessment activities with the outcomes, indicators and stated purpose of the courses?
- Are the methods of assessment authentic?
Recommendations:
- What specific recommendations can be made to increase alignment of stated program purpose, course outcomes, instructional methods and assessment?
- What educational development support might faculty members require to increase the alignment between instructional and assessment strategies and expected outcomes?
What other questions for findings, interpretations, judgements and recommendations will be pertinent to your own context?
8 ) In what areas are students doing less well?
Contrast students’ perceptions with faculty members’ perceptions and achievement records Interpretation: What are the characteristics of the environments in which students are doing less well? Recommendations: What supports might you put in place to better scaffold students’ learning? Alert – Are the instructional and assessment methods reportedly in use congruent with the attributes and indicators that have been identified as targets? When instructional and assessment methods in use are inconsistent with intentions for learning, students’ learning achievement can be significantly compromised.
What other questions for findings, interpretations, judgements and recommendations will be pertinent to your own context?