NR 537 Week 1 Discussion

NR 537 Week 1 Discussion

Student Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name:

Date

Fostering Cultural Humility Through Effective Educational Program Evaluation

One key objective of educational programs is to promote cultural humility among learners. As an educator, delivering a required unit on this subject is critical to fostering inclusivity and understanding. However, significant dissatisfaction reported in the learners’ evaluations highlights the need for a thorough review of the activity to identify shortcomings and improve future outcomes. Employing both quantitative and qualitative assessment and evaluation techniques provides a comprehensive understanding of what went wrong and guides corrective measures for program improvement.

Quantitative Assessment and Evaluation

Quantitative methods are instrumental in collecting measurable data that highlight areas needing attention. Two quantitative tools applicable in this scenario are student course evaluations and examinations. Student course evaluations involve gathering feedback through structured surveys or end-of-course reviews. These tools provide insights into learners’ perceptions of the course content, delivery, and engagement. Perera et al. (2019) emphasize the validity and usefulness of this method in capturing both positive and negative feedback, which allows educators to make informed adjustments to enhance the program’s effectiveness. Ensuring that learners understand the purpose of these surveys and the importance of honest feedback is crucial for obtaining meaningful results.

Examinations serve as another quantitative tool by assessing the learners’ understanding and retention of the course material. Exam results reflect the effectiveness of the teaching strategies and the relevance of the content delivered. According to Mukumbang and Alindekane (2017), the educator’s knowledge and instructional skills significantly influence the learning process, making examination outcomes a vital indicator of teaching efficacy. By analyzing examination data, educators can identify specific topics or teaching methods that may need revision or reinforcement.

Qualitative Assessment and Evaluation

In addition to quantitative approaches, qualitative methods, such as focus groups, offer valuable insights into learners’ experiences and perceptions. A focus group comprising a mix of staff and learners can facilitate an in-depth discussion of pre-set questions related to the course. This approach allows participants to voice concerns, share suggestions, and analyze challenges collaboratively. The feedback gathered from these discussions provides actionable insights for refining both the course content and the teaching methodology. Haviz and Maris (2018) highlight the importance of this interactive assessment method in enhancing the educator’s ability to address learners’ needs and expectations effectively.

Conclusion

Employing both quantitative and qualitative assessment techniques ensures a balanced approach to evaluating and improving educational programs aimed at fostering cultural humility. While quantitative tools like student evaluations and examinations provide measurable data, qualitative methods like focus groups offer rich, contextual feedback. Together, these methods create a robust framework for addressing learners’ dissatisfaction and enhancing the overall educational experience.

References

Haviz, M., & Maris, I. (2018). Teaching quantitative research methods with three methods of learning. Al-ta’lim Journal, 25(3), 234-247. http://dx.doi.org/10.15548/jt.v25i3.394

Mukumbang, F., & Alindekane, L. (2017). Student nurse-educators’ construction of teacher identity from a self-evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108-115. https://dx.doi.org/10.1002/nop2.75

NR 537 Week 1 Discussion

Perera, D., Mendis, W., Kasunjith, D., Jayathilaka, W., & Wickramasuriya, S. (2019). Evaluation of the undergraduate family medicine program of faculty of medicine university of Kelaniya: Quantitative and qualitative student feedback. BMC Medical Education, 19(444), 1-7. https://doi.org/10.1186/s12909-019-1882-6

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