Cheryl,
Right. We need to measure learning. We may teacvh, but if students haven't learned, then we have not been successful. So for me, measuring learning is the primary reason.
Barry Westling
Faculty needs to know that students understand the knowledge they have been given. When a student graduates with a particular certificate or degree, it should mean that they have gained a body of knowledge that is tranferrable with them wherever they go.
John-Howard,
Yes, and for me, I think if we want to measure learning, we have to have some objective, fair, and acceptable way to assess if and to what degree learning occured.
Barry Westling
There is an adage in the business world to the effect that "if you can't measure it, you can't manage it". I am not altogether convinced that this adage has the universal applicability its coiners intended, but I think it definitely true that if we cannot measure student success, we have no way of gaining essential feedback to allow corrections, emendations, and improvements to be made.
While feedback is important to the instructor, it is equally important to the students -- regular evaluations let them know whether they are doing well or not, and in the latter case may prompt them to investigate remedial actions. The key distinction here, I think, is between work which is badly done, and work which is *not done at all*. There often is a problem with continuous evaluation, in that it can be 'many a mickle that makes a muckle', so that in the aggregate, the student appears to be doing well -- and then is brought crashing down by the summative evaluation. This is not a common occurrance, but it does happen.
About the only antidote here is to stress the tentative nature of the evaluation [which can be pro or con, so its benefits are not unilateral], by showing clearly in the Syllabus and in evaluative sessions what additional elements have to be taken into account.
Students also need to be evaluated for regulatory and administrative reasons -- to demonstrate a competency for certification, or a satisfactory academic rate of progress. All of this makes evaluation important -- and it also sometimes makes evaluation problematic, in that one reason may be at loggerheads with another.
Jennifer,
Great plan. Students need both kinds of information, the kind that pertains to grades and the kind that pertains to the job and keeping it.
Barry Westling
I grade my students not only on written assignments,but also professionalism and preparedness. It is vital for them to learn the importance of their professional attitude. I try to lead through life examples and experiences.
Nazi,
We need to measure learning, really, that's the bottom line. How we go about it can vary, and there are many types of evaluations and methods to use to achive our purpose.
Barry Westling
I like to keep a track of my students through different types of evualtions. It is a way to make sure my students succeed in the classroom.
Amalia,
Sure, unless we measure performance regularly, the measure of a students progress is uncertain. And the last thing we want is to have surprises at the end of the course.
Barry Westling
to make sure that they understand the course being thought
Stephanie,
Good or bad reports are best shared early on, either to encourage or to clarify so that that there no surprises in the end.
Barry Westling
It is very important to continue to evaluate students. I also feel it is important to communicate to the students when their evaluation is poor. Some students hope to fly under the radar and not be noticed, or hope that the insructor does not see that they are not doing good. They try to avoid conflict, and live in the fantasy that everything is okay. In my class when a student's evaluation is poor we discuss it in great detail and make plans on how they can improve and I let them know I will be looking forward to their improvment in the next course.
Denise,
Perfect. Our "connection" can really make a difference. Besides advice and suggestions, we can also offer support and encouragement. This alone could make the difference between a student really trying or feel like giving up. Of course, we want to see the former.
Barry Westling
As a new instructor I find this aspect of particular importance in helping me develop additional or different ways of "connecting" with the students.
Maria,
Both student and instruct benefit from evaluations. I always feel I learn something about my students during evaluations, and often realize what and how I can do my classes a little better each time.
Barry Westling
Evaluating students lets the instructor know the progress of the students. It also lets the instructor know how effective they are.
Charlene,
Yep, everyone learns a little differently. If you are able to mix up the testing methods, I'm sure you'll experience seeing an overall improvement in class performance.
Barry Westling
I really like the idea of varying the testing methods so that everyone has the opportunity to do well on some type of evaluation. I would like to try implementing this practice into my classroom to see how it works.
David,
Of course, if we are teaching, students should be learning, And evalution is the process for determining that.
Barry Westling
I feel that they need at least a rudimentary understanding of the subject before they apply it in the field. Some fields could present various hazards with a lack of knowledge.
