I agree test taking measures the desired learning ability of students
The biggest challenge in developing an evaluations sytem is determining what really needs to be evaluated. Everyone has taken a test where the question have nothing to do with the outcome objectives. i find many instructors do not understand test theory and development. They also tend to skew evaluations toward material rather than learning outcomes. I find it easy to develop a grade system, test or other mechanism. I find it every difficult to ensure the evaluation is not for evaluations sakes, but truly measures the desired learning.
The biggest challenge falls in the lap of the curriculum writer. If they state ,as an example, that there will be 120 points possible in lab. They then give you a packet with 60 lab sheets in it, OK lets do the math, each sheet is worth 2 points. A scenario like this puts great strain on the instructor to be fair and objective. What two sections on the sheet should I grade?
What about the rest of the sheet? Grading must be fair but challenging, with supporting documentation. The ability to achieve 100% should be within reach of the select few that deserve it, through hard work and study.
Hi Thomas:
Sometimes, I think a good analogy regarding grading is that instructors have to be like parents - knowing their kids strengths and areas needing attention, and relating to them based on their individual characteristics. What is fair and accurate for one kid may be different for another kid.
But students are not our kids, and deriving a fair system that allows flexibility and consideration for individual thought and creativity would be terrific.
Regards, Barry
I feel that the grading system HAS TO BE fair in evaluating both the students abilitys at hands on task, but also on the testing material-- everything has to center around the objectives and goals of the course. Hopefully we all are looking at our students in the different ways they learn and adapt to that instead of just one way/only way type of learning. Flexability i feel is one of the most important things.
Hi Courtney:
You've illuminated a great point! I suppose that's why essay questions give students some leeway in both expression and information.
Pre-testing is a good way to see where students still need study also. Although that's time consuming, it is helpful and effective.
Regards, Barry
I believe that fairness is the greatest challenge, we often look at test questions as being fair or unfair, we want to make sure that we are using a proper amount of lab observations and results along with multiple choice and essay questions. The largest factor, I believe, is the variability in the lesson teachings themselves. When we give a test, we are assuming that we were perfect in teaching and with that, the students should have the opportunity to score perfectly. To help correct the fairness, we can try to understand patterns of incorrect answers and determining if the question/ assignment was something the student had a quality chance at a correct answer.
Hi Clifford:
It's always difficult to experience different learning styles, abilities, intelligence, etc. I guess it's just a fact that some students will have to work harder than others to achieve the same grade.
Grading rubrics help some teachers grade intangible attributes, and in doing so, some students may get a bit more credit than their more academically minded classmates.
However, if it's a job skill that's being assessed, we need to assure that each and every student is proficient, regardless of the grading scale or assessment system in place.
Regards, Barry
I feel that one of the biggest challenges to set up a grading system is being "fair" to all levels of students.
I understand that, you will always have students that cover the spectrum of intellegence in a class. As a teacher you understand that not all of the students are going to get an "A" in the class, but it bothers me when a student doesn't show an ounce of caring about the subject and gets an "A" and the student that is truly interested in the subject and works very hard and does everything that they should do, but only gets a "C" in the class.
Is there a good way to reward the hard working student that really cares?
Hi John:
Yes, good tests do involve the student to be able to use their whole thought process: recall, application and analysis. Open book exams rarely achieve anything much greater than perhaps a sampling of recall knowledge (especially if the student is familair with the textbook!).
Regards, Barry
Developing test so they test knowledge not just if they can find the answers in the book
Hi Debby:
Some criteria you might consider includes the amount of time the student spends on each component, the weight of the assignment to the overall learning you want to see occur, and the degree of effort put forth by the student.
The last point can be made easier if you use a grading rubric - a tool that pre-defines how many points a student can earn for poor, average, very good, and superior or exemplary. By sharing this information in advance with your students, they can understand how you'll grade and how to potentially earn a better grade by following your rubric.
Regards, Barry
Hi Richard:
Yes, evaluation systems can be a challenge.
One way to examine your evaluation system is to base your assessments on the pre-defined Stuident Learning Outcomes (SLO's) that detail what the lesson or course is about and what the student "will learn". If thes SLO's are written correctly, and the instructor has taught to the objectives, then creating tests, quizzes, and assessments based on the SLO's make this task less subjective and tied exactly to what was taught.
Regards, Barry
As a new instructor, I find it difficult to determine the point values to place on effort verse content in projects such as journals and reports.
Debby Smith
The idea seems quite simple; prepare a test (written or practical) that is reflective of the material to be covered. In application is it far more difficult. For example in a written test if the questions are written at a college reading level and a large percentage of your students only read at a 9th grade level the test may seem unfair or even appear to have "trick questions". Similarly if you present a practical demonstration to students at the speed at which you would do the task in the field many of them are not likely to be astute enough to follow and repeat the procedure in a practical exam. As instructors we must evaluate all of these possibilities and find a median ground. Creating a test that will challenge the top of the class without leaving the rest behind is one of the greatest challenges we face.
Hi Donald:
I presume you're talking about letter grades or grading requirements for specific assignments. Well, that may be all well and good, but that doesn't mean you can't add special assignments that allow the students to demonstrate their knowledge or get together in groups and do a group presentation. They may not have a category for grading it, but I'll tell you, when you involve students in their learning, they're more apt to retain the information.
Regards, Barry
Our grading system is already in place with no chance to change it. We use what has been proven to be acceptable.
Hi Partick:
Students will object when they feel the grading system isn't fair. This occurs whether the grading system is fair or not. Many instructors will use grading rubrics that define exacting how many points will be earned and how the student can earn them.
Regards, Barry
it's critical to keep a fair grading system.
Hi James:
It is difficult when you have institutional standards that that you have to adhere to. One way to approach this is to create an environment where there is collaborative learning among the student, rather than a competitive environment.
Methods to create collaboration might involve geeting students into groups and`together, as a team, come up up with responses to questions or situations you provide. This adds to critical thinking as well.
Regards, Barry
