Hi Nicole, I agree that grading rubrics are very beneficial both for instructors and for students.
Susan Polick
Hi Susan,
In addition to providing feedback, I also prefer using assessment methods that link the specific assignment objectives to numeric levels of achievement (e.g. 1 – poor to 5 – excellent). I found the best way to represent this type of assessment information is in a grading rubric format. For example, by breaking down the required components of an assignment and then assigning a level of achievement to each of these areas. Using this type of model allows me to still provide feedback to the students, along with clearly identifying their learning outcomes on each assignment. In my opinion, it’s a win-win!
~ Nicole
I use fill in the blank to assess product knowledge by assigning a number to each item in a display of fruit, vegetables and grains.
Hi Jane, Thanks for your post to the forum. The employers who hire our graduates tell us that they are always looking for critical thinking ability. Best wishes for continued success in your teaching career.
Susan Polick
I use short answer test questions in order to see who has been reading the material and paying attention in class. I also like to pose critical thinking questions that require a short answer, so I can see how they apply the content.
In automotive training I believe that the best method of testing is skills application. This will test the students ability to follow a diagnostic routine. This is not only a means of assessment but continued learning as well.
Since I mostly teach skills classes, I give a performance based test at the end. They develop their skill through the course term and then in addition to a final project, a final practicum is required to tests that they have the skills to move on.
Practical assessment is what I used for our students,and its seem to work well for me.
I prefer standardized test, It is used to evaluate if the student learned and retained the material also if the instructor was effective in material delivery.
I am not sure that this represents "good success", but the following shaggy classroom story I am about to tell shows how different methods of assessment still result in the same outcome.
A few years back, I had a cohort of student in a networking programme, whom I taught in 3 successive classes which built one upon the other in 3 successive quarters. One of the important networking concepts, which was introduced at the beginning of the first class, was that of a networking "socket" [the combination of an IP address and a TCP port in RAM]. The concept was covered in review in the first class, before the mid-term. I asked the question in the form of a short-answer question on the exam -- and most of the students got the answer wrong.
When I reviewed the mid-term exam, I went over the correct answer, and then said that the concept of a socket would be on the final in some form. In the week before the final, as part of the review, I covered the concept of 'socket'. I posed the question as a completion question. Most of the students got the answer wrong.
In the following class, I went over the topic in the first day of class [it is fundamental for network administrators to understand], said it would be on the test, reviewed it before the mid-term, and asked it as a MCQ. The majority of students got it wrong. Repeat process for the final -- and the result was the same.
In the third and final class, I did exactly the same thing, and there were *still* students [the same ones who had gotten it wrong in the first class] who got the answer wrong on both exams.
Now think about this -- the students were exposed to the concept in class and in review and on the test, no fewer than 7 times in each class -- for a total of 21 times for a basic concept which definition can be writen in about 50 words.
I would say it takes real skill to avoid learning the concept in this situation -- and the varied assessment methods certainly proved it!
Hi Jelitza, Have you checked with the publishers of your textbooks?
Susan Polick
I need to find some standardized tests for college level English courses.
I use the test banks that come with the book. However, i usually add in material relevant to anything i deem necessary for their success in their field of choice. Things like a problem that takes critical thinking and deduction thought precesses i feel are more suited for material that comes from the book but expounded on in classroom discussion. this reinforces the topics covered while preparing them for an exam with some extra material i will test them on. Also i give random quizzes in addition to the book quizzes and this again reinforces material that will be on the exam.
-I have used multiple choice, true and false filling in the blanks and short answers. I realize that students hate short answer assessment; they tend to favor multiple choice, because it allows them to guess. i use a variety of assessment test methods whenever I set my mid term and final exams.
I like relying on the standardized test because you can use a variety of test formats as well as give out different versions of the same test. The standardized test also provides the answer key to allow some uniformity and a basis for open discussion after the results are generated. Additionally, the test are based upon the information presented in the text. This provides a reference for the students to reflect upon.
I agree with the standardized testing methods however with different instructors conveying different information, it may not always be the best choice. If possible, I liketo have and use exams based on the material I present and of course that meet the learning objectives.
I use well written multiple choice tests and skill assessment. quizzes are short answer and written on the board with a CAT like format, however, the quizzes are graded. They are graded with varied responses.
I find that many tests use complicated questions to fill the paper. The questions are not relevant to the main objectives and take away the process the students must go through to get a mastery of the information. When a student must spend all their time committing 100 or so facts to short term memory to pass a test, they learn less and master nothing.
Hi Shametra, Thanks for your post to the forum. I am also a great proponent of application assessments. Best wishes for continued success in your teaching career.
Susan Polick
Since I am a career college instructor, I prefer the skill assessments because they allow the students to apply real life applications.
Since I am a career college instructor, I prefer skill assessments rather than any other.
