Assessing the
pICT project:
Technological Innovations
in the
Redesigned Curriculum for
University Seminar
Jane E. Hindman
January 10, 2006
Assessment Methods
of learning gains
resulting from new curriculum and webquests
SALG instrument – student attitudes
Instructor Feedback – faculty attitudes
Rubrics – student performance
Multi media Presentations– student
performance
Benefits of chosen
assessment methods
Webquest Rubric
ease of use for
instructor (embedded)
unified criteria across
sections of course
(webquest creator
determines skills to be
evaluated)
clear presentation of
instructors’ criteria and
expectations for
evaluation of student
performace
SALG instrument
measures crucial
aspect to course
success, i.e. student
attitude (since course is
elective)
similar to primary
method of course
evaluation in other
courses
tool itself easily collects
& compiles data
easily revised to reflect
contextual changes
from semester to
semester
Benefits of chosen methods (cont)
Instructor Feedback
number of instructors very
small so extensive
feedback possible
emphasizes crucial
feature of course success
(all faculty are volunteers)
informal and frequent
responses allows
“venting”
timely troubleshooting
coordination of efforts
among faculty
Multi media Presentations
Provides tangible
evidence of learning gains
available to multiple
audiences at variety of
times
Facilitates more
sophisticated and intricate
student interaction with
research materials
Facilitates student “buy-in”
to research process vis a
vis their pride in creation
and immediate feedback
via audience’s reactions
Positive aspects
of curricular innovations
Students really like working together to collaborate on
projects and evaluate each others’ work
50% of students who did so thought the opportunity to
present a research project gave “very much help” to their
learning
Majority of students perceive that class helped them
understand how to [i.e. reach these learning goals]:
evaluate bias of research sources
use technology to conduct research
use same research materials in various contexts
Collaborate w/ classmates
Read and understand how to use complex texts
Participate in academic community
Negative aspects of
curricular innovations
Webquests more time-consuming than expected for in-class
completion
Group work less easily coordinated than expected
Technological SNAFUs!!! (links not aligned properly)
Integrating webquests with summer reading book necessitates new
quests annually
Students rebel against inequity of rigorous academic content for
pilot compared to less rigor in standard sections or course
Little to no coordination/linkage of seminar w/ study skills course
One unity not nearly enough for academically focused seminar
course
Implementation Problems
Tragic illnesses resulted in little to no
Instructor support
Coordination of library and instructor efforts
Coordination of study skills timing and tasks
with seminar
Inconsistency across sections of pilot
Misalignment of links w/ webquest
Assigned classrooms not conducive to
group work on computer
Ad hoc Solutions (a few)
Plan B ad infinitum
Suzanne’s powerpoint and visual literacy
workshops
Two sections of seminar combined and
academic curriculum abandoned
Cathie and Estralia’s commitment and
dedication
Marilyn’s commitment to students’ research
skills
Final presentation on linked course content
rather than summer reading book
Probable Revisions
Create webquests that allow students to explore
SDSU rather than summer reading book
Link final presentations to Integrated Curriculum
content course
Figure out how to separate SALG data by course
sections
Find creative methods for combining study skills
and University Seminar to create a 3 unit course
Create more in-depth “Instructor Guides” for
webquest group projects
Provide students with larger audience for their
presentations
Enhance coordination of Instructor and librarian re:
students research projects