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Thu, 01/24/2008 - 14:43 — vqw
Basic Information
Assessment and Grading
The goal of "assessment" is to measure how well students have learned course concepts. In many cases, assessments are tied directly into course grades (e.g. a project, quiz or exam), but some techniques are they are used by the instructor to assess overall class performance or attendance (e.g. quick poll, discussion questions in class, student surveys).
It's up to the instructor to determine which assessments count towards a course grade and which are used for internal course evaluation. Note that non-graded assessments are an important tool to allow students to communicate their concerns or questions without risking grade penalties.
Some questions to think about:
- What tools will you use to measure students' learning?
- When should you check on students' learning? And how often?
- How will you guide students so that when they submit assignments that will be "measured," they will be able to perform well?
- How will you determine how to "measure progress" throughout the course?
- How can you check on learning if the class is very large? What interim checks can you have?
Basic types of assessment tools
These are different tools used to measure student learning. Some may count towards a course grade, while others may be used by the instructor to assess overall teaching effectivness.
- Tests, exams, quizzes
- Written papers, projects
- Posters and presentations
- Peer-evaluation and self-evaluation
- Surveys, interviews and observations
- Checklists
- Group discussion
- Anecdotal record
Classroom Assessment
This refers to techniques that instructors can use to quickly assess student comprehension of a topic, but are not necessarily graded in detail. Techniques include:
- Five Minute Essay or Paraphrase - Can be done at end of class or submitted via ANGEL
- Asking for Muddiest Point - Can be done at end of class or submitted via ANGEL
- One Sentence Summary - Can be done at end of class or submitted via ANGEL
- Quick Poll Questions - Can be done by show of hands or classroom clickers
- Ask Students to Write Sample Exam Questions
Two different "alternative" assessment methods
Taken from (Funderstanting 2001)
| Categories | Definition | Advantages |
|---|---|---|
|
Authentic assessment |
Presents students with real-world challenges that require them to apply their relevant skills and knowledge.
For example: take students to a stock market to do a field study. |
|
| Portfolio assessment | Student creates a set of "artifacts" that demonstrate mastery of course concepts
For example: a collection of papers, a journal, drawings, video presentations, proposals, Powerpoint or print presentations, tc. |
|
References
Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. ASHE-ERIC Higher Education Report (Vol. 27, No.1). Washington, DC: The George Washington University, Graduate School of Education and Human Development.
Daniel, G. & Cox, K. (2002). Measures of learning in higher education. Retrieved May 14, 2003 from City University of Hong Kong's Web site: http://webtools.cityu.edu.hk/news/newslett/measures.htm
Erwin, T. D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcomes. San Francisco: Jossey-Bass.
Funderstanding (2001). Assessment: How will we know if learning occurs? Retrieved May 14, 2003 from http://www.funderstanding.com/assessment.cfm
Wiggins, G. (no date). Assessment glossary. Retrieved May 14, 2003 from http://www.uwlax.edu/provost/assessment/A_glossary.htm [No Longer Available]
Additional Links
Classroom Assessment
Authentic Assessment and Problem Based Learning
Portfolios
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