FDRP Sample Policy

APPENDIX C

A SAMPLE COLLEGE POLICY FOR THE ADMINISTRATION, COLLECTION, AND PROCESSING OF THE STUDENT RATING FORMS

INSTRUCTIONS FOR ADMINISTERING STUDENT RATING FORMS

STUDENT RATING ITEMS OF INSTRUCTION

A SAMPLE COLLEGE POLICY FOR THE ADMINISTRATION, COLLECTION, AND PROCESSING OF THE STUDENT RATING FORMS

Administrator of Forms

The Academic/Learning Dean or designee will assign individuals to administer the forms.

Preparation of Forms

The Academic/Learning Dean's office and/or other designated units will prepare the student rating form packets. The outside of each packet will have the identification numbers of the instructors and courses and the return point(s) for the packet of completed forms. The inside of the packet will contain the instructions for the administrator of the forms and the appropriate rating forms.

Administration of Forms

The administrator will pick up the packets and carefully follow the Connecticut Community-Technical Colleges Instructions on Administering Student Rating Forms.

Checking of Packets

The Academic/Learning Dean will designate an individual to check the returned packets for correct identification numbers.

Processing the Forms

The Academic/Learning Dean designates the individual(s) who will scan the student rating forms and generate confidential statistical reports from the forms. Each statistical report will contain the instructor's identification number as it appears on the forms. In the case where the instructor teaches in different learning environments (laboratory versus classroom, etc.) and different forms are employed to assess these environments, separate statistical reports will be generated for each type of form used. The confidential statistical reports will be given to the Academic/Learning Dean who will give them to the evaluators writing the overall performance reports.

Storage of Information

The Academic/Learning Dean will specify a secure location for the storage of electronic information. The Dean will also identify a location for the completed student rating forms until the forms are returned to the faculty member at the end of the semester following submission of grades.

CONNECTICUT COMMUNITY-TECHNICAL COLLEGES

INSTRUCTIONS ON ADMINISTERING STUDENT RATING FORMS

Prior to distributing the student rating forms, the administrator must make sure that the proper form is being used. The form must correspond to the instructional setting to be evaluated. The instructional setting (classroom, ESL, clinical, laboratory, or studio) is printed in the upper right-hand corner of the form.

The administrator is to communicate the following to the students evaluating instruction.

The purpose of this form is to gather students' opinions, perceptions, and reactions to the instruction in this course. A total of the responses will be used in understanding and assessing the instruction.

Individual comments will remain confidential.

Each student shall mark an individual evaluation form representing his/her personal opinion(s). No class discussion or group opinion should be reflected on the evaluation forms.

Students auditing the course will not participate in rating the instruction.

A number two pencil is to be used to darken the bubbles. As administrator, demonstrate how to fill-in a bubble. Marks extending beyond the bubble or light marks may cause a misread by the scanning machine.

In the box labeled “Instructor ID Number” you will bubble-in the following code (administrator see code on envelope). And, for the box labeled “Course ID” you will bubble-in the following code (administrator see code on envelope).

Please take the next twenty minutes to complete your form. Also, try to respond to the questions on the backside of your form.

Return completed forms to me. Thank you.

In ESL instructional settings, the administrator may have to allow more time for form completion. In addition, the administrator may have to interpret selected words on the form.

Completed forms must be placed in the envelope which must be returned to the designated site or person as specified by the Academic/Learning Dean of the College.

STUDENT RATING FORMS' ITEMS FOR DIFFERENT INSTRUCTIONAL SETTINGS

CLASSROOM CLINICAL LABORATORY ESL STUDIO

The instructor presents course objectives in a
clear and understandable way.
The instructor helps students identify health care priorities in the clinical setting. The instructor presents lab session objectives in a
clear and understandable way.
The instructor has explained the objectives of this course clearly. The instructor presents course objectives in a
clear and understandable way.

The instructor conducts a well- organized class. The instructor is well prepared for the clinical assignment. The instructor conducts a well- organized laboratory session. The instructor organizes the lessons well. The class is organized effectively using a combination of lecture, demonstration, and individual instruction methods

The instructor encourages me to think about the subject matter. The instructor challenges and motivates me to learn and apply theory to clinical settings and procedures. The instructor encourages me to think about applying the subject matter to laboratory activities. The instructor creates learning activities which help students to think independently. The instructor challenges and motivates students to work toward and to explore their full creative potential.

The instructor encourages students to participate in class discussions and to ask questions. The instructor uses many methods to involve me in the daily activities at the clinical site. The instructor encourages students to participate in
laboratory discussions and to ask questions.
The instructor wants students to ask questions, to speak, and to participate in class. The instructor encourages students to ask questions and participate in class critiques.

The instructor creates an atmosphere in class which promotes learning. The instructor helps us understand the relevance and importance of theory in the clinical setting. The instructor challenges me to learn new theories and
applications in the laboratory setting.
The instructor motivates students to learn and to do their best. The instructor establishes an atmosphere in which students are both challenged and nurtured.

The instructor provides assignments which help me to learn the subject matter of this course. The out-of-clinical assignments significantly contribute to learning. The instructor provides laboratory assignments that are related to the course goals and enhance the course curriculum. The instructor gives classwork and homework assignments which help me to learn English. The instructor provides assignments that help students develop technical, aesthetic, and conceptual skills and understandings relating to the subject matter.

The instructor presents the subject clearly. Directions for clinical assignments are clear and specific. The instructor demonstrates enthusiasm for and interest in the subject. The instructor presents the lessons in an interesting and clear way. The instructor presents techniques and information concerning the subject clearly.

The instructor demonstrates enthusiasm for and interest in the subject. The instructor displays enthusiasm for working in the health care field. The instructor is actively helpful and accessible throughout the laboratory period. The instructor likes teaching English. The instructor demonstrates enthusiasm for and interest in the subject.

The instructor uses class time effectively. The instructor helps us use our time efficiently. The instructor provides clearly defined grading procedures and standards. The instructor uses our time in class effectively. The instructor uses class time effectively, moving between group and individual instruction.

The instructor provides clearly defined grading procedures and standards. The instructor's grading system was clearly explained. The instructor returns work completed by the student promptly. The instructor has clearly explained the grading system for the course. The instructor provides clearly defined grading procedures and standards.

STUDENT RATING FORMS' ITEMS FOR DIFFERENT INSTRUCTIONAL SETTINGS

CLASSROOM CLINICAL LABORATORY ESL STUDIO

The instructor returns tests and graded materials promptly. The instructor regularly evaluates progress in achieving learning objectives. The instructor provides feedback as to how well I am doing in the laboratory. The instructor returns tests, compositions, and homework to the students within a reasonable time period. The instructor promptly evaluates students' assignments.

The instructor provides feedback as to how well I am doing in the course. The instructor provides frequent feedback on my progress. The instructor is available for office hours and/or individual conferences. The instructor makes helpful comments about my work in this course. The instructor gives me clear feedback on what is successful and what needs further consideration.

The instructor is available for office hours and/or individual conferences. The instructor is readily available for consultation. The instructor treats students with courtesy and respect. The instructor takes extra time for office hours and/or individual conferences. The instructor is available for office hours and/or individual conferences.

The instructor treats students with courtesy and respect. The instructor treats students with courtesy and respect. The instructor respects students. The instructor treats students with courtesy and respect.

What have you especially liked about this course? What have you especially liked about this clinical experience? What have you especially liked about this laboratory experience? What have you especially liked about this course? What have you especially liked about this course?

What suggestions could you make to improve this course? What suggestions could you make to improve the clinical experience? What suggestions could you make to improve the laboratory experience? What suggestions/ new ideas do you have to make this a better course for future ESL students? What suggestions could you make to improve this course?

Return to the FDRP Index

CLASSROOM	CLINICAL	LABORATORY	ESL	STUDIO
The instructor presents course objectives in a clear and understandable way.	The instructor helps students identify health care priorities in the clinical setting.	The instructor presents lab session objectives in a clear and understandable way.	The instructor has explained the objectives of this course clearly.	The instructor presents course objectives in a clear and understandable way.
The instructor conducts a well- organized class.	The instructor is well prepared for the clinical assignment.	The instructor conducts a well- organized laboratory session.	The instructor organizes the lessons well.	The class is organized effectively using a combination of lecture, demonstration, and individual instruction methods
The instructor encourages me to think about the subject matter.	The instructor challenges and motivates me to learn and apply theory to clinical settings and procedures.	The instructor encourages me to think about applying the subject matter to laboratory activities.	The instructor creates learning activities which help students to think independently.	The instructor challenges and motivates students to work toward and to explore their full creative potential.
The instructor encourages students to participate in class discussions and to ask questions.	The instructor uses many methods to involve me in the daily activities at the clinical site.	The instructor encourages students to participate in laboratory discussions and to ask questions.	The instructor wants students to ask questions, to speak, and to participate in class.	The instructor encourages students to ask questions and participate in class critiques.
The instructor creates an atmosphere in class which promotes learning.	The instructor helps us understand the relevance and importance of theory in the clinical setting.	The instructor challenges me to learn new theories and applications in the laboratory setting.	The instructor motivates students to learn and to do their best.	The instructor establishes an atmosphere in which students are both challenged and nurtured.
The instructor provides assignments which help me to learn the subject matter of this course.	The out-of-clinical assignments significantly contribute to learning.	The instructor provides laboratory assignments that are related to the course goals and enhance the course curriculum.	The instructor gives classwork and homework assignments which help me to learn English.	The instructor provides assignments that help students develop technical, aesthetic, and conceptual skills and understandings relating to the subject matter.
The instructor presents the subject clearly.	Directions for clinical assignments are clear and specific.	The instructor demonstrates enthusiasm for and interest in the subject.	The instructor presents the lessons in an interesting and clear way.	The instructor presents techniques and information concerning the subject clearly.
The instructor demonstrates enthusiasm for and interest in the subject.	The instructor displays enthusiasm for working in the health care field.	The instructor is actively helpful and accessible throughout the laboratory period.	The instructor likes teaching English.	The instructor demonstrates enthusiasm for and interest in the subject.
The instructor uses class time effectively.	The instructor helps us use our time efficiently.	The instructor provides clearly defined grading procedures and standards.	The instructor uses our time in class effectively.	The instructor uses class time effectively, moving between group and individual instruction.
The instructor provides clearly defined grading procedures and standards.	The instructor's grading system was clearly explained.	The instructor returns work completed by the student promptly.	The instructor has clearly explained the grading system for the course.	The instructor provides clearly defined grading procedures and standards.