Course Evaluation – Classical Lit – DESE & Tripod

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Our superintendent asked the district for volunteers to pilot standardized class evaluations, one designed by the MA Department of Education and one by Tripod (which, my impression is, is a private educational firm, but I don’t know much about it beyond the name and their survey).

The DESE survey was a GoogleForm, shareable via a link to as many students as we wanted. The Tripod survey was restricted to a fixed number of students and was a proprietary format. (The Tripod process was either a bit lost on me or not entirely clear; teachers ‘enrolled’ classes, part of which was specifying the number of students in the class. Tripod then issued codes for each of the students, but only one class could be enrolled. Tripod issued more codes than were students (just under twice as many) but still a restricted number. By coincidence, I had first enrolled (thinking I could enroll more) my smallest class, so I received about the lowest number of codes possible. I did have enough, however, to use the Tripod survey with the class I wanted to because of the extra codes.)

It does seem that both surveys tend to favor certain subjects, namely English and History, or at least the more open-ended subjects, by virtue of the questions that focus on discussion, sharing of ideas, etc. That’s not to say of course that those things don’t happen in other disciplines, but that they likely happen more organically and naturally in some subjects more than others.

This is the class with which I used both surveys. The DESE survey is at the top and Tripod is below.

With that said, here are the results. Blue is strongly agree, red is agree, orange is disagree, green is strongly disagree.

DESE Survey

Screen Shot 2016-02-17 at 2.32.58 PMScreen Shot 2016-02-17 at 2.33.05 PMScreen Shot 2016-02-17 at 2.33.14 PMScreen Shot 2016-02-17 at 2.33.22 PMScreen Shot 2016-02-17 at 2.33.29 PMScreen Shot 2016-02-17 at 2.33.40 PMScreen Shot 2016-02-17 at 2.33.50 PMScreen Shot 2016-02-17 at 2.33.58 PMScreen Shot 2016-02-17 at 2.34.06 PMScreen Shot 2016-02-17 at 2.34.16 PMScreen Shot 2016-02-17 at 2.34.23 PMScreen Shot 2016-02-17 at 2.34.32 PMScreen Shot 2016-02-17 at 2.34.39 PMScreen Shot 2016-02-17 at 2.34.50 PMScreen Shot 2016-02-17 at 2.35.03 PMScreen Shot 2016-02-17 at 2.35.10 PM

Tripod Survey

Screen Shot 2016-02-17 at 2.38.58 PMScreen Shot 2016-02-17 at 2.39.07 PMScreen Shot 2016-02-17 at 2.39.22 PMScreen Shot 2016-02-17 at 2.39.33 PMScreen Shot 2016-02-17 at 2.39.43 PMScreen Shot 2016-02-17 at 2.39.58 PMScreen Shot 2016-02-17 at 2.40.07 PMScreen Shot 2016-02-17 at 2.40.20 PMScreen Shot 2016-02-17 at 2.40.29 PMScreen Shot 2016-02-17 at 2.40.51 PMScreen Shot 2016-02-17 at 2.41.09 PMScreen Shot 2016-02-17 at 2.41.21 PMScreen Shot 2016-02-17 at 2.41.34 PMScreen Shot 2016-02-17 at 2.41.59 PMScreen Shot 2016-02-17 at 2.43.01 PM

DESE (MA) Course Evaluation – Latin 3/4/5

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Our superintendent asked the district for volunteers to pilot standardized class evaluations, one designed by the MA Department of Education and one by Tripod (which, my impression is, is a private educational firm, but I don’t know much about it beyond the name and their survey).

The DESE survey was a GoogleForm, shareable via a link to as many students as we wanted. The Tripod survey was restricted to a fixed number of students and was a proprietary format. (The Tripod process was either a bit lost on me or not entirely clear; teachers ‘enrolled’ classes, part of which was specifying the number of students in the class. Tripod then issued codes for each of the students, but only one class could be enrolled. Tripod issued more codes than were students (just under twice as many) but still a restricted number. By coincidence, I had first enrolled (thinking I could enroll more) my smallest class, so I received about the lowest number of codes possible. I did have enough, however, to use the Tripod survey with the class I wanted to because of the extra codes.)

It does seem that both surveys tend to favor certain subjects, namely English and History, or at least the more open-ended subjects, by virtue of the questions that focus on discussion, sharing of ideas, etc. That’s not to say of course that those things don’t happen in other disciplines, but that they likely happen more organically and naturally in some subjects more than others.

With that said, here are the results. Blue is strongly agree, red is agree, orange is disagree, green is strongly disagree.

Screen Shot 2016-02-17 at 2.20.19 PMScreen Shot 2016-02-17 at 2.20.27 PMScreen Shot 2016-02-17 at 2.20.35 PMScreen Shot 2016-02-17 at 2.20.43 PMScreen Shot 2016-02-17 at 2.20.50 PMScreen Shot 2016-02-17 at 2.20.57 PMScreen Shot 2016-02-17 at 2.21.04 PMScreen Shot 2016-02-17 at 2.21.10 PMScreen Shot 2016-02-17 at 2.21.17 PMScreen Shot 2016-02-17 at 2.21.27 PMScreen Shot 2016-02-17 at 2.21.36 PMScreen Shot 2016-02-17 at 2.21.45 PMScreen Shot 2016-02-17 at 2.21.53 PMScreen Shot 2016-02-17 at 2.22.01 PMScreen Shot 2016-02-17 at 2.22.07 PMScreen Shot 2016-02-17 at 2.22.21 PM

DESE (MA) Course Evaluation – Medieval Lit

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Our superintendent asked the district for volunteers to pilot standardized class evaluations, one designed by the MA Department of Education and one by Tripod (which, my impression is, is a private educational firm, but I don’t know much about it beyond the name and their survey).

The DESE survey was a GoogleForm, shareable via a link to as many students as we wanted. The Tripod survey was restricted to a fixed number of students and was a proprietary format. (The Tripod process was either a bit lost on me or not entirely clear; teachers ‘enrolled’ classes, part of which was specifying the number of students in the class. Tripod then issued codes for each of the students, but only one class could be enrolled. Tripod issued more codes than were students (just under twice as many) but still a restricted number. By coincidence, I had first enrolled (thinking I could enroll more) my smallest class, so I received about the lowest number of codes possible. I did have enough, however, to use the Tripod survey with the class I wanted to because of the extra codes.)

It does seem that both surveys tend to favor certain subjects, namely English and History, or at least the more open-ended subjects, by virtue of the questions that focus on discussion, sharing of ideas, etc. That’s not to say of course that those things don’t happen in other disciplines, but that they likely happen more organically and naturally in some subjects more than others.

Apparently, despite my preface to the survey that these are not tied to any kind of employment or official evaluationScreen Shot 2016-02-17 at 2.10.27 PMScreen Shot 2016-02-17 at 2.10.34 PMScreen Shot 2016-02-17 at 2.10.42 PMScreen Shot 2016-02-17 at 2.10.49 PMScreen Shot 2016-02-17 at 2.10.56 PMScreen Shot 2016-02-17 at 2.11.04 PMScreen Shot 2016-02-17 at 2.11.11 PMScreen Shot 2016-02-17 at 2.11.18 PMScreen Shot 2016-02-17 at 2.11.26 PMScreen Shot 2016-02-17 at 2.11.38 PMScreen Shot 2016-02-17 at 2.11.58 PMScreen Shot 2016-02-17 at 2.12.10 PMScreen Shot 2016-02-17 at 2.13.07 PMScreen Shot 2016-02-17 at 2.13.18 PMScreen Shot 2016-02-17 at 2.13.27 PMScreen Shot 2016-02-17 at 2.13.36 PM, the one open-ended response suggests that I shouldn’t be fired. I agree.

With that said, here are the results. Blue is strongly agree, red is agree, orange is disagree, green is strongly disagree.

DESE (MA) Course Evaluation – English 4

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Our superintendent asked the district for volunteers to pilot standardized class evaluations, one designed by the MA Department of Education and one by Tripod (which, my impression is, is a private educational firm, but I don’t know much about it beyond the name and their survey).

The DESE survey was a GoogleForm, shareable via a link to as many students as we wanted. The Tripod survey was restricted to a fixed number of students and was a proprietary format. (The Tripod process was either a bit lost on me or not entirely clear; teachers ‘enrolled’ classes, part of which was specifying the number of students in the class. Tripod then issued codes for each of the students, but only one class could be enrolled. Tripod issued more codes than were students (just under twice as many) but still a restricted number. By coincidence, I had first enrolled (thinking I could enroll more) my smallest class, so I received about the lowest number of codes possible. I did have enough, however, to use the Tripod survey with the class I wanted to because of the extra codes.)

It does seem that both surveys tend to favor certain subjects, namely English and History, or at least the more open-ended subjects, by virtue of the questions that focus on discussion, sharing of ideas, etc. That’s not to say of course that those things don’t happen in other disciplines, but that they likely happen more organically and naturally in some subjects more than others.

There were two fairly negative comments in the open-ended section. I feel that that should be addressed briefly, hopefully without seeming defensive. This is a sports-themed course taught to college-level (lower level at our school) seniors. Often times there are a handful of students, for whatever reason, that are not only not interested in the subject matter but actively don’t like it. I of course don’t know if those are the students that made those comments but the course does tend to engender a love-hate response.

With that said, here are the results. Blue is strongly agree, red is agree, orange is disagree, green is strongly disagree.

Screen Shot 2016-02-17 at 1.42.27 PMScreen Shot 2016-02-17 at 1.42.36 PMScreen Shot 2016-02-17 at 1.42.44 PMScreen Shot 2016-02-17 at 1.42.54 PMScreen Shot 2016-02-17 at 1.43.03 PMScreen Shot 2016-02-17 at 1.43.23 PMScreen Shot 2016-02-17 at 1.43.32 PMScreen Shot 2016-02-17 at 1.43.39 PMScreen Shot 2016-02-17 at 1.43.45 PMScreen Shot 2016-02-17 at 1.43.52 PMScreen Shot 2016-02-17 at 1.43.59 PMScreen Shot 2016-02-17 at 1.44.06 PMScreen Shot 2016-02-17 at 1.44.13 PMScreen Shot 2016-02-17 at 1.44.21 PMScreen Shot 2016-02-17 at 1.44.29 PMScreen Shot 2016-02-17 at 1.44.38 PMScreen Shot 2016-02-17 at 1.44.45 PM

Museum Scavenger Hunt Using Instagram Hashtags

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So I will begin by crediting my colleague HP who, inadvertently but certainly not unwillingly, gave me this idea. She had mentioned to me a project she had heard about whereby students use Instagram and hashtags to post aspects of a project for French, and we ended up talking through what that might look like, how that might look, etc.

I was bringing my Classical Literature class to the Harvard Art Museum today for the first time; in past years, I had brought them to Boston’s MFA. The MFA provided docent tours for the class, while Harvard does not and I was the only chaperone who could reliably give a tour on ancient art. So I wanted (really, needed) something for the not-with-me-group to do while I was giving the other half the tour. And a scavenger hunt seemed a logical choice.

The problem was I wasn’t quite sure what that would look like, especially since I had not been to the newly renovated Harvard Art Museum yet and wasn’t too familiar with the collection. I had done a scavenger hunt years ago at the Worcester Art Museum, but I knew that collection very well and could easily come up with specific things to be found.

I quickly realized that the Instagram hashtag approach could be the solution to my problems. I would create an open ended scavenger hunt that students would conduct by taking pictures with their smart phones and posting them to Instagram with a scavenger-hunt-specific hashtag. Each group would then have their own hashtag to distinguish one group from the other.

Here is the scavenger hunt itself:

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This seemed about right length wise. Not every group finished, but that’s ok; I would have rathered too much to find than too little. And all of the groups seemed excited about it. In fact, the scavenger hunt ended up being more engaging and interesting than my tour; next year, I suspect that I might just do the scavenger hunt, but wander and offer specific information about specific pieces as I run into students scavenging.

And here are some of the Instagram results. The hashtag for the scavenger hunt was #hamftscavhunt (harvard art museum field trip scavenger hunt), and you can see some of the hashtags the groups came up with.

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