I teach non-graded courses. However, students have to give verbal briefings to senior leadership of the work they produce in the course. They are motivated to do well and we can see how well they perform as they brief. It works for us.
Hi John:
Simulation testing is very common in many health realted fields of study. It has shown to be an effective method of learning and reinforcing the teaching concepts expected of students. Pros include involvement, hands on, practical application, better retention. Cons include more time to prepare simulation set-up, possible dominance by stronger students, and difficulty arriving at an objective grading strategy for this type of assessment.
All said, I would encourage you to continue exploring this helpful addition to assessing knowledge gained from your instruction.
Regards, Barry
Hi Karen:
Good point about consistency. Outlining how grades will be determined, and then sticking to that helps students plan and feel like there are no surprises, which can diminish the trust a student has for their instructor.
Regards, Barry
Hi Mary:
True: Policies need to be defined on day-1, and then adhered to by all throughout the course. Assessment should focus on how best to measure learning. Sometimes that just requires a bit of trial and error.
Regards, Barry
Hi Latasha:
One of the best ways to evaluate students is right at the moment the teacher is giviving the lesson. Teach, then ask a question. Repeat. Of course we need to do formal tests too, but checking for understanding as the lesson is occuring helps clear up misunderstanding.
Regards, Barry
Hi Lori:
Yes, you've touched on some important examples. I think an important key is to examine the student learning objectives, course outline, and topic outline, then, given what we know about the students, begin to think about how we can best teach thie material in a manner that will reach all the students - keeping them engaged and making the class interesting too.
Regards, Barry
I think that you need to have a variety of evaluation methods in order to encompass all types of learners. You must include essay, multiple choice, fill in the blank in order to satisfy all learning styles.
The usual assessment system for the Government course I just taught was similar. However, this time, after giving the midterm test I was very disappointed with the results and started questioning what the students were getting out of the course by answering multiple choice and True/False questions. After asking students for ideas how they learn the most, we decided to replace the final exam with a simulation legislature where everyone took a role in passing or defeating passage of legislative bills (examples taken from the most recent real state legislature). Their grade from 2 papers, before and after the simulation, describing their personal role, what they expected to happen, and then what actually happened. In terms of effective assessment, I haven't given up on the idea that facts and figures are also important as tested by the midterm. However, the simulation certainly brought out more active participation particularly from more passive students, and there were some insights that would not have been expressed in the usual test format. The students themselves said they felt the simulation was more relevant. I'd be interested in more comments.
depending on your students progress in class and how your facilty tells you to evaluate them.
Hi Timothy:
Collective component grading (such as you describe) provides the best general approach to assigning grades. The key to emphasize is we want to measure learning, so selecting the assessment methods is one part, and weighing the components is another, just as important element. There is no best way to arrive at this balance - many do it by trial and error. Keeping the focus on measuring learning will help guide decisions.
Regards, Barry
I use a combination of evalaution methods. I use written exams for the theory portion and hands-on exams for the lab portion.
The theory portion is graded right or wrong. The lab portion is graded using a rubric.
If the course is a combined theory and lab I combine grades. If the lab is another cousrse the grades are as they are earned.
Hi Albert:
Sometimes I think, if time allowed, I could just sit and discuss the topic with my students, then base my evaluation on their responses. Very subjective, but I think for some topics, that's work.
Regards, Barry
Since most of the standardized tests are multiple choice, I tend to have some of that on each test.I also include either matching or T/F or short answers on my tests. It depends on the content I'm testing on.
As would be obvious for a vocational institution, many of our evaluation methods are mandated by either the institution or the administration. However, within this, there are several different ways to give feedback to students within a course. On thing that I find particularly useful is to give the students an opportunity to evaluate themselves, and then meet with them individually and review their evaluation of themselves and attempt to join that with the evaluation that I have prepared for them.
My classes have prescribed evaluation procedures, but it is difficult to teach students how to study. I provide study guides or review the material before the test, but the same few still struggle.
I like to include various methods of evaluation in my course. I believe that walking around the room and asking questions to small groups is a great way to evaluate learning. Also, of course, I give quizzes, tests, and a final exam.
One way I can check is have the class divide up into 2 groups. Books are put away then we plan Family Feud with the material presented. It bring on competition and the student study's.
I think more important than how students will be evaluated is how consistenly those evaluations, once determined, will be done. Communicate policies and procedures to the students at the beginning of each course and be consistent with the application of those policies and procedures across the board whether it applies to attendance, grading, dress code etc.
Our school has standard grading structures for each course, but I liked the suggestion of using attendance and tardy for the Class Participation grade. If you aren't in class or leave early, you can't participate.
I used the in-class lab assignment as the class participation grade, but discovered that students who were absent or left early would complete the assignment and expect credit. Just another reason why you need a solid policy!
Projects that simulate the work environment or real world scenarios are the most meaningful assessments. Students must critically think and apply their knowledge to the task as well as demonstrate skills.
Hi James:
Evaluation is the key to determining to what degree the student learned the daily or topic lessons. There are many approaches to evaluating student performance and/or achievement. But in all of them, "did the student learn" should at the foundation.
Regards, Barry
