back to main content page | back to welcome page | back to activities page |
Feedback sheets: MONITORING PROCESSES
MONITORING TEACHERS:
Awareness of professional commitment | (TDASS quest.) |
training teachers to use SCOUT courseware | feedback sheet 1 |
virtual classroom activities | (SEV5 questionnaire for teachers) |
gathering feedback from teachers on SCOUT materials | end user questionnaire (educators) |
STUDENT MONITORING TOOLS
Diagnostic survey on knowledge background | (SDASSJ quest.) |
re-test after use of SCOUT materials | (SDASSJ quest.) |
FEEDBACK FORM FOR TEACHERS ATTENDING THE TRAINING SEMINAR ON HOW TO USE THE COURSEWARE
FORM SEV1
Please take a minute and fill in the following feedback sheet-Thanks |
TRAINER: |
|
Evaluation of content
of seminar.
1.To
what extent did the course content
meet your needs? |
more than I needed
just
what I needed
less
than I needed don’t
know |
comments - commenti |
2.
the
topics covered were: |
extremely relevant to what I had in mind to do with my students just
what I needed relevant
to my plans but not detailed enough some
points have been neglected other
(explain…………………………………) |
comments |
3.the training sessions were: |
clear
and easily understandable somewhat
a bit difficult for me to understand too
easy. I feel I could have done without the training. |
comments |
4. the training materials (slides – notes – papers – drawings –
charts) |
clear
and easily understandable somewhat
a bit difficult for me to understand too
much to look at I
needed more
|
comments |
organization | ||
5.Rate
the organization of the course
|
excellent very
good good fair poor |
comments |
Rate
the efficacy of the “hands-on” part of the course
|
excellent very
good good fair poor |
comments |
Rate
the efficacy of the trainer |
excellent very
good good fair poor
|
comments |
Would
you recommend the course to other new colleagues of yours?
|
yes no
|
reasons for your choice |
What
changes would you have made to the course to make it better?
|
comments |
OBSERVATION FORM
Parametri
osservabili: comportamento
|