Student Course Evaluations
Instrument 2: Evaluation Form
Project: Calculus in Context (CIC)
Five College Consortium (Amherst, Hampshire, Mount Holyoke,
Smith College, and the University of Massachusetts)
Funding Source: NSF:
Course and Curriculum Development-Calculus (CCD)
Purpose: To get feedback from students about their
experiences in a calculus course
Administered To: Students in a calculus course
Topics Covered:
- Attitudes & Beliefs (Student):
technology
- Course Evaluation: areas for program improvement,
assignments, content, exemplary areas, expectations,
materials
- Impact on Outcomes: student attitudes, student
understanding
- Self-Assessment (Student): academic habits,
application of technology, confidence, content,
engagement, knowledge, skills, understanding
Format/Length: 61
questions total, 19 open and 42 closed-ended
Unusual Features:One section
asks students to "estimate their level of understanding" and
"level of enjoyment" on
various concepts and skills related to mathematics (e.g., the meaning of
different equations) on a scale of 0 (meaning total lack of understanding) to
10 (meaning they could teach it comfortably).
Evaluation Form
Welcome to your end-of-the-course comment sheet.
Please feel free to elaborate, extend, omit, and add to the
following.
Do you tend to work alone or with others?
About how much time outside of class did you devote to this
course?
How useful were the notes?
Which topics struck you as being the most poorly developed?
How useful were the problem sheets?
What were the best and worst features of the problems sheets?
How useful were the classes?
What struck you as being the best and worst features of the
classes?
On a scale of 0 (don't know what you're talking about)
to 10 (could teach it comfortably), your level of understanding
of the following; on the same scale, estimate your level of
enjoyment:
|
understanding
|
enjoyment
|
|
|
______
|
______
|
sketching the graphs of functions
|
|
______
|
______
|
the definition of the integral
|
|
______
|
______
|
applications of the integral
|
|
______
|
______
|
the definition of the derivative
|
|
______
|
______
|
estimating with the derivative
|
|
______
|
______
|
applying the derivative to graphing
|
|
______
|
______
|
the meaning of differential equations
|
|
______
|
______
|
finding Riemann sums on the computer
|
|
______
|
______
|
writing computer programs
|
|
______
|
______
|
the exponential function
|
|
______
|
______
|
fiddling around with math'l models
|
|
______
|
______
|
functional notation, f(x)
|
|
______
|
______
|
summation notation
|
|
______
|
______
|
estimating derivatives
|
|
______
|
______
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the differentiation rules
|
|
______
|
______
|
finding extrema
|
|
______
|
______
|
using Newton's method estimate roots
|
|
______
|
______
|
using the computer to simulate processes
|
|
______
|
______
|
the logarithmic function
|
|
______
|
______
|
qualitative analysis
|
|
______
|
______
|
systems of d.e.'s
|
Are there things you expect to get out of the course that
didn't happen?
Have your feelings about math or your ability to do it changed
as a result of this course?
How do you feel about the computer?
Please comment on:
the selection of topics
the pace of the course
how comfortable you feel with the computer language
we used
how comfortable you feel with the language of the calculus
how comfortable you feel with the techniques of the
calculus
what worked best for you in the course
what changes you'd suggest
In retrospect, what happened for you and to you in this course?
Has it been useful, frustrating, exiciting, ...?
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