Finding a balance between scoring knowledge and skills.
Hi Amy:
Boy, usually when instructors speak of subjective testing, they arn't nearly as challenging as the subjectivity of taste. But I imagine ther are many courses or skill in other professions that have similiarly finite measures of performance, that are just as subjective.
Maybe one way to contribute to your grading rubric would be to add a componen t that asks the student to assess a grade. I have found that more students than not are more critical on themselves than the instructor might be. Just a thought.
Regards, Barry
My biggest challenge is coming up with a system to quantify subjective things. I teach at a culinary school, so a part of my job is tasting, evaluating and grading the food I taste. Even when the rubric has very specific catagories like "salt" it is hard to say what is too much or too little and how many points should be assigned to that catagory.
Hi Joseph:
You've given some important points that pertain to many instructors and classes. Key words and challenges:
> Fair
> Most important
> Objective
> Equitable
Regards, Barry
Properly weighted portions of the grade is what I find challenging. I try to be fair within this system and make sure the focus is on the most crucial information must be given the most percentage of the grade. Also being objective in the grading instead of subjective. Having precise grading criteria that allows for little or no subjective grading to be done by different instructors. Especially when many different students are taking the same exact course given by different instructors, the grading system has to be the same throughout the whole process so that the student receives equitable grade no matter who the instructor is.
Hi Bernard:
Here's something that might help. You probably have pre-established student learning outcomes (SLO's). Base your teaching on those SLO's, then when it come time to assess, just pick the method you want to assess, and base your testing on the SLO's. I know it really not as simple as I've implied - but the basic point is true, and it works!
Regards, Barry
Having an evaluation system that meets the needs of the entire class can be challenging. Although all students must take written test, not all students excel at it. So an evaluation of application skills and interaction is also necessary. Creating a fair balance is difficult at times.
Hi Kerry:
All of the items you listed are acceptable components. Some instructors struggle with trying to assure they're being fair when they establish these and other attributes of test development. Sometimes its a hard thing to do. Good instructors will work at it to get it better each time they revise their tests.
Regards, Barry
1. Fair/accurate evaluation.
2. A process to assess student learning progress.
3. Consistency
4. Offering positive feedback
Hi Bob:
As instructors, our charge is to work with who and what we have. Sometimes thats more difficult than at other times. But we can always give something of value to nearly every student. And I think, if its presented rightly, most students can learn something from evry lesson - if they're open to learning.
Regards, Barry
Hi William:
Using a grading rubric that address all of the student learning outconmes will usually work out the best.
Regards, Barry
Coming up with a system that is fair to all
students. Obviously, some students will do better
than others due to interest, abilities, or
just plain intelligence. We are a vocational
school so our training is hands on and it is
always a challenge to develop a test which shows
the true abilities of a student. The test must
be challenging enough to show the skills of the
more adept student and still not be so difficult
that it completely loses the student that is
not as talented. Much of this comes from our
teaching abilities and our willingness to spend
more time with the students that need help.
However, we can only do so much! It amazes me
that some of our students actually passed high
school. I do not claim to be a math.history,
science or english teacher but sometimes I find
myself doing just that!!!!
Hi Misty:
I think really good tests and assessments are very chalenging activities.
Many instructors and institutions will provide student learning outcomes (SLO's) that are discussed and provided to students at the beginning of a class. Then, measuring a student's performance against these predetermined SLO's help assure the instructor is being fair and assessing only what is appropriate to assess based on those SLO's.
Others will use grading rubrics that define exactly how a grade will be determined. Both of the are good because they clearly state what is to learned and how the student will be graded.
Regards, Barry
Hi Edward:
The good thing about standardized tests is it requires an instructor to follow established learning outcomes. When there is too much leeway in developing a test, it becomes more difficult to assure consistency and quality assurance. You're personal touch to urge students along is a great idea too.
Regards, Barry
The biggest challenge I see in setting up a grading system is making sure it is one that accurately measures the students' retention and application abilities of the material.
I don't have that problem as tests and lab sheets are standardized throughout our school(s). I have a little lee-way on the lab grading as a percentage of it is based on instructor observation. I see who's working or not and make notes on my sheet. If I see someone is slipping or doing minimal work, I will give them a gentle reminder.
Hi Armondo:
Well constructed evaluation systems really do take thought and effort to be effective. Less than that, and poorer results are likely to occur.
Regards, Barry
Joe:
Yes, many times this can be time consuming but the results are worth the effort.
Regards, Barry
Hi Joe:
Student learning outcomes (SLO) is what every assessment should ultimately be linked to - either directly or indirectly. It may sound silly, but I seriously ask "is the student supposed to read the instructor's mind?". The way to avoid just assessing unrelated or unimportant information is to link the assessment to the SLO's.
Regards, Barry
Thank you, that really is the challenge isn't it?Sometimes measureing the effectiveness of the learning vice the instruction is more time consumming than developing the courseware.
