Generative evaluation of instruction in an Honors College, using small group instructional diagnosis : more than dots on a page

TL;DRAbstract

approved Instruction in a University Honors College was evaluated using Small Group Instructional Diagnosis (SGID), a qualitative evaluation process. Fifty-one class sections were evaluated over a three-year period to determine what worked to help students learn, what did not work, and suggestions for improvement. Seven instructors used both SGID and an Honors College short- answer (not optical scanner) written evaluation form. Results of SGID and written remarks were compared for these seven. After using SGID for three years, using surveys and interviews, the honors students, honors faculty, and honors administration were asked methodological questions about SGID: what worked, did not work, and suggestions for improvement about the SGID process itself, compared to the written form. Data were analyzed using the constant comparative method for qualitative data. Results suggest that students are highly satisfied with their honors classes, especially the small size, discussion and group f

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