Lynne,
Evaluation is a tricky thing, as, we really want to measure learning that occured. Finding the right balance of weight for the different components should fairly represent the more imporatnt aspects of a class grade. For insstance, too much weight on a less important component may not accurately measure learning. Although a good grade might occur, it may not really relfect how the student benefited from the course.
Barry Westling
We use then point system for our grading where unit exams are worth a certain amount along with termination test, home work and written or oral essays. If homework is turned in late we deduct a % from this.
Jana,
Technology is advancing so rapidly, one sometimes wonders "how can I stay up-to-speed with all the technological adavnces?". That said, evaluation methods still have to align with this fact: Do they measure learning? Any system (fancy or plain) has to measure the degree (or lack of) learning if it is to be effective.
Some of my teachers do mutiple choice exams via student laptops where each students test has the same questions but ramdomy rearranges the order of the questions, and even the order of the selections in a question! If the student leaves the page, the test ends. Results are instantaneously graded and reported. Pretty fancy. That's one extreme. Then I think about sitting around in a discussion and posing questions, listening to answers, evaluating the correctness and thought process, and assigning a grade based the level of participation and engagement (along with correct responses). I know, low tech, but who's to say which system evaluated the students learning better? I think we have to plan, think about, and be thorough in our determination about how best to evaluate student learning. And certainly, no one way is the best in all situations!
Barry Westling
Until recently, I would have said through quizzes and traditional exams. I recently attended a conference and the speakers were speaking of group quizes and exams. I have sent for more information because the thought of doing creative evaluations, thinking outside the box really excites me. The student of today is not the student of yesterday. Technology has changed learning...My 3 year old grandson can operate the iphone better than me. Students have a whole new set of skills that as instructors we have to tap into and perhaps get a more accurate evaluation than we ever had.. What an exciting time.
I do think there should be a variety of methods offered for evaluation. This will help all kinds of students be successful, not just the one that has great test taking skills
Roxsie,
Evaluation is the assessment of learning. There are probably hundreds of ways that could be performed. What's important is to select the metrhods that best evaluate learning of these students, in this class, at this particular time. Grades and points are meaningless if they don't measure learning.
Barry Westling
I try to use a variety of multiply choice questions, essay questions, and hands on lab assignments to determine which ones the students respond to best.
Marlene,
Reviewing test results is always a good idea. Evaluation systems in general should be designed in such a way that the most important topics or assignments get the most weight. We want to make sure we are focused on learning, not points and grades.
Barry Westling
After giving a lecture and explain the topic,the instructor need to know if their students understand well the lecture so ask them a question about the topic.
Tara,
It's good to have standardized methods, but the interpretation of, and level of consistent application of the standards will always be a variable among teachers. Meeting with each other to define guidelines acceptable to both is a terrific idea.
Barry Westling
I like the idea with meeting with other instuctors for some continuity. Last quarter there was definiitely a "play" of one instructor vs another, and this quarter we have decided to meet to bounce our ideas off one another and have a unified front. Although personalities and syles may be different, our goals will be the similar.
Samuel,
Great. I agree about "no surprises". Evaluation should measure the degree to which a student has (or hasn't) learned the needed information up to that point. The process should be fair, accurate, consistent with what was taught, and aligned with the course objectives. Essays that provide for critical thinking can be assessed by rubrics, but even these have some subjectivity. Practice helps students learn how a teacher is likely to grade. So, although it seems conterintuitive, more frequent quizzes, homework, tests (practice and real), and similar evaluation activities help teach students how to prepare. Pre-tests, or exam preparation are great activities too.
Barry Westling
For the most part, student evaluation criteria is listed in the course syllabus with specific definitions of points possible and any pertinent parameters that a student should know. This gives the student a high-level breakdown of the course points.
Additionally, I provide rubrics for the students on the first day of the course that outlines the specific evaluation criteria for written APA assignments and well as oral presentations. This provides additional clarity to what I am looking for and how much weight I place on certai portions of the assignments.
My personal philosophy has always been, "no surprises". As a lifelong student myself, I want to know exaclty how I am going to be evaluated, at what frequency, and the points associated with each assignment. If the expectations are objective and clearly defined at the beginning of the course, there is less confusion later and students have a better understanding on how they will be evaluated BEFORE the event - a key metric of knowledge of adult learners.....
Thomas:
I have found that when I use power point is very effective way to bring a lesson, I also print the power point so that students can take notes, I also hand out that the students can work with the lesson, but this causes the student to read the material this is the only way they will find the answers. Then we have discussion about their answers, this way it keeps them involved and I am not doing all the talking. This also helps in the learning process for the student.
Steve:
The school that i teach has a way of evaluating the students as well, however, I can add my input about the student.
Michelle,
I think there's nothing wrong at all with memorization. Repetition, reheasal, practice - all these methods help reinforce pertinent data. Of course, some things are beyond memorization, such as analysis and application problems, as these require reasoning and critical thinking skills. But still, relying on information in the recall category is the foundation for higher levels of problem solving.
Barry Westling
The criteria is set by the college though we do control the way we evaluate skills. I try not to have my students memorize because they will forget. I want them to show me or tell me in their own words.
Lynne,
A lot of programs have external credentialing, licensing, or certification boards the graduate student must pass to be considered employable. Many examination preparation resources thrive on programs that require external measures for job readiness. I feel like the program should adequately prepare the graduates., But many are willing to pay extra to reinforce their internal feeling of readiness for such exams.
Barry Westling
Methods of skill evaluations are pre-set as mandate by the dental commission for my deparment. They are based on the level of skill they must perform within the dental clinic to successfully pass required boards for licensure and aquire for the desired profession.
Lynne
Demarcus,
True and valid point. How we assess can be varied hovever. I believe we can creatively make the evaluation process part of the instructional process. Also, the exam review following an examination can contribute to an informative, corrective, or instructional learning experience.
Barry Westling
The content of the course in part determines the evaluation method. Hard sciences typically have one definite answer for each question. More philosophical courses such as psychology or sociology have more debatable answers and may require different evaluation methods.
