Analysis of Assessment Data
For my lecture, I gave three forms of assessment for the class: a quiz, various clicker questions (5) and a graded in-class dicussion. The first being a pre-class quiz based on assigned readings given the week prior. It is important to note that students had been given no previous information on reptiles within the ANSC250 course until I released the pre-class readings. For students to achieve a reasonable grade, they must have demonstrated an understanding of the material given. I was impressed with the class average being 85.4% (with one student failing to complete the assignment; an outlier). This demonstrated to me that the students were able to comprehend the material given to them based off previously learned material as they applied the knowledge of other companion animal information (such as rodents, dogs, cats, and birds) to no prior basis on reptiles. For the small percentage of students that had conflicts with my quiz format and questions (~8%), I was able personally address all those written responses at the end on my lecture time in class. At the conclusion of this feedback, I believe I effectively had over 90% of the class effectively achieve my SMART learning objectives. [In my file upload to elms, I have included the excel spreadsheet that contains the analysis report for my pre- class quiz].
For my second form of analysis, I used clicker questions. All my questions were informative to me when giving my lecture, but my final questions were specifically my analysis tool to see if my lecture was effective in teaching the relevant reptile husbandry I wanted the class to learn and to see if the class felt my flipped-class model was effective in assisting students research given reptilian species and their husbandry. When I originally surveyed the class, 20% of students did not believe they would have adequately been able to research the basic husbandry for an exotic reptile. By the end of class when I reassessed that survey question, only 6% of students still felt this way. Below are results entailing the results from my data and the positively significant shifts on how students comfortability levels on researching any exotic reptilian species.
At the Beginning of Class:
I feel very confident
12%
I feel moderately confident
43%
By the End of Class:
I feel very confident
29%
I feel moderately confident
51%
You can see that only 55% of students originally had confidence in their skills in researching appropriate husbandry and that changed to 80% in just one 50 minute lecture. This gave myself confidence that I did indeed achieve one of my primary learning objectives and boosted my confidence as a UTA in general.
My final assessment was an in-class discussion I had posted to elms for students to complete 5 different given scenarios as an assigned group. They were given 15 minutes in class to complete the assignment and 20 minutes for the class as a whole to present their findings. The elms posts were posted to the pinned discussion boards by the end of class. The class average for this assignment was a 96.9%. I expected this number to be higher since students were able to work together initially and post their work after the class discussed each scenario individually. I am still glad to see that the class overall scored well since this enforces that they understood how to anaylsis given situations found commonly in companion animal care when it comes to reptiles. [In my file upload to elms, I have included the excel spreadsheet that contains the analysis report for my in-class discussion assessment].
In conclusion, I feel that I have clearly demonstrated that my instruction within my reptiles overview lecture was effective due to the highly positive and supportive results of my three forms of assessment material.
For my lecture, I gave three forms of assessment for the class: a quiz, various clicker questions (5) and a graded in-class dicussion. The first being a pre-class quiz based on assigned readings given the week prior. It is important to note that students had been given no previous information on reptiles within the ANSC250 course until I released the pre-class readings. For students to achieve a reasonable grade, they must have demonstrated an understanding of the material given. I was impressed with the class average being 85.4% (with one student failing to complete the assignment; an outlier). This demonstrated to me that the students were able to comprehend the material given to them based off previously learned material as they applied the knowledge of other companion animal information (such as rodents, dogs, cats, and birds) to no prior basis on reptiles. For the small percentage of students that had conflicts with my quiz format and questions (~8%), I was able personally address all those written responses at the end on my lecture time in class. At the conclusion of this feedback, I believe I effectively had over 90% of the class effectively achieve my SMART learning objectives. [In my file upload to elms, I have included the excel spreadsheet that contains the analysis report for my pre- class quiz].
For my second form of analysis, I used clicker questions. All my questions were informative to me when giving my lecture, but my final questions were specifically my analysis tool to see if my lecture was effective in teaching the relevant reptile husbandry I wanted the class to learn and to see if the class felt my flipped-class model was effective in assisting students research given reptilian species and their husbandry. When I originally surveyed the class, 20% of students did not believe they would have adequately been able to research the basic husbandry for an exotic reptile. By the end of class when I reassessed that survey question, only 6% of students still felt this way. Below are results entailing the results from my data and the positively significant shifts on how students comfortability levels on researching any exotic reptilian species.
At the Beginning of Class:
I feel very confident
12%
I feel moderately confident
43%
By the End of Class:
I feel very confident
29%
I feel moderately confident
51%
You can see that only 55% of students originally had confidence in their skills in researching appropriate husbandry and that changed to 80% in just one 50 minute lecture. This gave myself confidence that I did indeed achieve one of my primary learning objectives and boosted my confidence as a UTA in general.
My final assessment was an in-class discussion I had posted to elms for students to complete 5 different given scenarios as an assigned group. They were given 15 minutes in class to complete the assignment and 20 minutes for the class as a whole to present their findings. The elms posts were posted to the pinned discussion boards by the end of class. The class average for this assignment was a 96.9%. I expected this number to be higher since students were able to work together initially and post their work after the class discussed each scenario individually. I am still glad to see that the class overall scored well since this enforces that they understood how to anaylsis given situations found commonly in companion animal care when it comes to reptiles. [In my file upload to elms, I have included the excel spreadsheet that contains the analysis report for my in-class discussion assessment].
In conclusion, I feel that I have clearly demonstrated that my instruction within my reptiles overview lecture was effective due to the highly positive and supportive results of my three forms of assessment material.