As with Steve's post, I don't have a lot of leeway when it comes to selecting evaluation methods because I "inherit" an outline from my organization.
....But I do have some, and what seems to me, enough flexibility. Ten percent of the class grade is attendance. Twenty percent is actually performing and completing whatever activity has been assigned. Another twenty percent is awarded for quizzes, and I try to give at least eight (8) so that no one quiz has a "make-it or break-it" weight to it. Ten percent is given to a project that has some parameters, but is intended to allow some individuality and personal preferences.
Finally, the greatest percentage of the course grade (forty percent) is awarded for essay writng--four essays, to be exact. (This is an English Composition course.)I give two grades on the very first essay assigned. The grade as the paper is written and a higer grade--usually 10-15 additional points for what the essay can achieve if my feedback is assimilated and incorporated into a revision. The additional points are proportionate to the extent of the quality of the rewrite. But after this first chance at "re-do" it is up to the student to show that they have taken their previous errors to heart and it is their responsibility to progress accordingly. Students who do not sufficiently progress are urged to attend my tutorial sessions.
I am the director of a welding school. My evaluations are written test for theory,and hands on for performance. The students final goals is to pass the many different certifications test,we have a very high pass rate which tells us that our evaluation process is very effective.
Hi Sarah:
You make a good point when describing the difficulty of selection. As much as possible, any hands on evaluation that can be done is optimal. This would clearly reveal if the student was able to do what you've taught.
Regards, Barry
Evaluation methods are set up by the school I work for. I do have the freedom to decide how many points I will take off for late assignments. I also deduct points from the participation portion for late arrivals and absences. My students are required to wear medical scrubs for class. If they arrive to class in street clothes, I deduct points for that as well.
I don't have much of a choice. This is already outlined for me by my school. However i can taylor the lessons to meet the testing that they will have to take. I can also change the grading criteria slightly on their hands on assesments.
Hi Marc:
Most institutions are going to the use of rubrics to try to avoid any possible misunderstandings that can develop over what the expectations are for the class grades.
Regards, Barry
Hi Jeol:
That's very true. In generarl, we ideally should use a variety of techniques that can identify a student's strengths AND weaknesses.
Regards, Barry
I really do not evaluate each student!
Hi Joe:
Excellent - you are describing the "use a variety of methods" approach, which most educationalists feel is the best approach for addressing every type of learning style.
Regards, Barry
During the first week or two of the term, I give students a trial run of a quiz with a variety of different types of questions such as Matching, Multiple Choice, True/False, Short Answer/Essay, etc. We review the results of the quiz and then I do an unannounced survey the next day for the class to complete asking what types of questions they want on future quizzes and exams. This gives them the opportunity to express ownership to their learning and on how to evaluate them.
I share with them the class majority results of the survey. Then whatever types of questions they decide to remove from the future quizzes and exams I give them assignments or projects related to these types of questions.
So, they have a say in their evaluation methods and so do I. This helps them realize the mutual effort it will take to learning about the subjects being taught and gives them motivation to succeed.
Hi Dionne:
You make an excellent point - not many institutions seem to give enough credence to the use of self-evaluation techniques. Using these kinds of tools also allows the student to answer the question "have I learned"?
Regards, Barry
The total point system has always worked well for me......and really is easy to demonstrate to the class at the beginning of each new semester(so they can keep up with and calculate their own grades all along!!!)
For evaluations, I use individual short quizzes and "small group" quizzes on material we cover in that particular class session. Students also do one project, chapter tests and a final exam. The % value for the quiz average is 20%, projects/tests are 30%. When I see some students struggling, that would be a night they would work together with their group.....this usually prevents low grades from anyone.
The school that I work for has very set guidelines in course evaluations. We are not allowed to assign homework or projects. If we want them to work on a "project" the students must have class time to complete them. By understanding is that the school is trying to eliminate any bias. Not being able to assign homework and projects limits me to a grade scale based purely on summative type materials (quizzes and tests).
Hi Barbara:
This seems like a very appropriate method. I've learned that some instructors also give daily quizzes as a similar method of evaluation, but also to help reinforce the importance of being in class everyday.
Regards, Barry
i like that idea as well, as a cosmetology instructor, i can use that method of "how much would you pay for this service?" as a form of self evaluation in the clinic floor. it will help the students strive for higher quality work. thanks for the suggestion!
Hi Michael:
In a very broad sense, the idea here is that there can be multiple effective methods of evaluation to use with students. It doesn't have to be just one way.
Regards, Barry
I use the "Star and a Wish" method of evaluation. The "Star" method asks the students what did they like best about what they learned in class that particular session. And the "Wish" method asks the student if they could pick one thing, what would they wish they knew more about the subject discussed that particular class meeting. These two methods let me know as the instructor what the student comprehended and can now apply in their lives or workplaces. And the "Wish" method lets me know as the instructor what I may need to go over again to make sure the student has acquired the material appropriately. Reflection improves learning and retention and I believe asking the students to tell their "stars and wishes" after each class pinpoints whether or not they are retaining the curriculum.
Hi Jeremy:
That's a great idea! In general, evaluation methods should ideally be presented on the first day of class so the student knows what to expect, perhaps also incorporated into a grading rubric to avoid the pitfall of misunderstanding.
Regards, Barry
Hi Mark:
You make a good point, by using multiple techinques during the evaluation process forces the student to consider an answer to a problem from multiple angles.
Regards, Barry
