\begin{document} \section{Introduction} For the \textit{netGeometry} experiment a number of student self-evaluations, and student evaluations of the various course innovations were conducted. Some of these were more instructive than others, and all will be reported on here eventually. For the present we discuss only two such instruments, (1) the tests for prerequisites the extramural students did/did not have, and (2) the 33-35 question-long anonymous student evaluations of the blended courses. In addition, a faculty member of the Department of Curriculum and Development visited sessions of the blended MA403FA09 weekly. Here is the letter by Prof. Gloriana Gonzalez . \section{Evaluation of Student Prerequisites} \subsection{Self-evaluation} By the third time our extramural online course was offered it had become abundantly clear that some screening of the prospective student's prerequisites was necessary to prevent subsequent misunderstandings. No amount of personal email correspondence and web posting of requirements seemed to suffice. The first such self-test consisted of three questions on the mathematical prerequisites, and 3 on networking skills. The student gave themselves one of 5 ratings: \begin{itemize} \item 0 = none \\ \item 1= familiar with the concepts \\ \item 2= can use them confidently \\ \item 3= can explain them to other people effectively \\ \begin{itemize} This Self Evaluation of Readiness for Math 403 data were collected from a \textit{Captcha} protected Netmath website. [Added 2jan14: This link was deprecated. The sense of this self-evaluation survey can be extracted from the following summary originally submitted.] \subsection{Objective versus subjective evaluation} The self-evaluation system described above has worked for years with prospective students of my \textit{Campus Honors Program} freshman seminar, but it failed with the netGeometry students. Their overly optimistic opinions of their readiness for the course were not confirmed by their subsequent performance in the course. Therefore, we modified a lesson on prerequisites by adding confidential (Apache access controlled) questions the students reading the lesson answered, and received personal responses. A secondary reason for using an actual lesson from this is to check the student's browser for the ability to display \textit{MathML}, as this will be needed for all subsequent lessons. Here are the screenshots of what a student who has answered the questions embedded in the text would see \begin{itemize} \item Introduction \item Why the quiz \item Notation \item Coordinates \item Vectors \item Lines \item Retest first question \end{itemize} While we now have a reliable means of determining prerequisite knowledge in exramural students we know of no way of pre-testing whether the prospective student has the resources in time and energy to put the requisite work into the course. \Section{Confidential anonymous questionnaires.} I have been using an anonymous (30 plus questions) course evaluation form with students in my courses for the past 15 years. It is adapted to the particular course and the statistical results are posted on the web for future students to read. The students fill it out in the last week of the course, it is deposited with a secretary, who holds the forms until after I submit the grades. The answers to this questionnaire for the netGeometry courses are here Answers MA403FA09 and Answers MA402FA09 . [Added 2jan14: The above links were deprecated persuant to FERPA rules. Copies may be obtained privately.] \end{document}