Evaluations
I created several types of methods to evaluate student progress, but none have worked effectively. What should I do?
Sandra,
I think that if you sat and qualified and quantified what you were trying to achieve with the class. What specific goals do you want to hit? Is there a volume of information that deserves more attention and if so, is there a good way to test for understanding of it? Pop quizzes are a good way to both spur studying outside of expected test-taking times. Questions in class and a "hot seat" situation where one or more students are made to come up and answer questions also can work well. I find that even unprepared students will learn something as the class helps them answer the questions. The pressure of being in front of people is daunting at first, but that soon gives way to a sense of urgency that helps cement the information in their memory. I work in a trade school so we have a marriage of hands-on training as well as lecture-driven material so we have a variety of ways to test for retention of the material, but I would imagine that if you really took apart the component parts of your class, you'll find what you want them to learn and how to evaluate if they are learning it.
Yvette,
Breaking down the components such as you describe is a good way to identify exactly where more more work is needed.
Barry Westling
Whenever we have a subject that are studnets in the past have not done well. We break the assignment up. This way we can check there progress as they complete the assignment. This allows us to work closely with students and answer any questions as the go.
Sandra,
I would start with the learning objectives. Then develop a way to consider to what degree a student has or has not measured up. When you put that in writing, with a few edits, you now have your evaluation.
Barry Westling
