Analysis, Assessment, and Technology

Analysis, Assessment, and Technology

Introduction

As a part of assessing the instructor's performance, the students studying at Lincoln Community College were asked to fill in a learner survey and present their general feedback. The survey assessed the instructor's growth pattern, and their grade spread, in addition to the student's opinions about the respective instructor. The data obtained as a result was in the form of both Quantitative and Qualitative data.

Quantitative and Qualitative Data

The quantitative data included the student's feedback, in the form of ratings, of their instructor's performance on a scale of 1 - 5, with 5 being the highest and 1 being the lowest rating. The five dimensions evaluated for feedback included;

Teacher knows material

Teacher helped me understand the material

I would recommend this teacher to others

The course materials were helpful

The time allotted for each assignment was sufficient

Additionally, the grade spread of every instructor was assessed, which too was in the form of quantitative data. The instructor's growth pattern was also analyzed quantitatively, on the basis of three criteria, which included; the total number of sections taught in that particular term, the total number of students enrolled in the course in the first week, and the total number of students who withdrew from the course.

Furthermore, the student's feedback about their instructor's teaching methodologies and their general grading criteria was obtained in the form of their comments. These comments make up the qualitative data of the overall analysis. Such a kind of data is termed as qualitative as it is in the form of learner's sentiments which cannot be measured or compared in numerical form (Creswell, 2012).

Descriptive Statistics of the Quantitative Data

The overall mean score of Instructor A's ratings was 3.34 while the standard deviation was 0.53. For Instructor B, the mean of all his ratings was 2.46, which ...