it always lets me know if they are learning what was covered and if not how I can improve it
Hi Richard:
You're right, we are being "evaluated" all the time in one way or another.
Academically, our society demands that some sort of objective measure that provides for standardized testing practices is in place to prevent lawsuits that could claim discrinimation or unfair practices. That's too bad, but it's a reality.
For me, the basic reason for evaluations is to determine to what degree a student has learned. I suppose a secondary reason would be to measure my successfulness in teaching, or measure the effectiveness of the curriculum, ass all of these occur when we do assessments.
Regards, Barry
Well, one reason is that the better students want some way to knowing how they are doing. I would expect them to say that it makes no sense to pass or fail people without some verifiable standard. On a personal note it also makes it possible for the instructor to know whether he or she is making progress in their work with the students.
Evaluation obviously can take many forms, and be assessed in many ways, but without some sort of standards and outcomes most of us would just be dancing in the dark. Clearly a non-evaluation system would not prepare people for the world after academia, nor could it justify what we are doing.
In a sense, when we are with others we're all being evaluated all the time. Perhaps that's too extreme a statement--my wife does say I'm too judgmental--but it's hard to be around others and not notice how they do things. This doesn't mean they should be "graded"--though if something dangerous is going on it would be a good idea to mention that. But, for better or worse, the process occurs. Perhaps we're hardwired for it. This could go right back to a Stone Age level tribal member evaluating how well another person learns basic survival skills.
Hi Victoria:
The best reason for evaluating students is to simply measure to what degree the student learned. There are many ways of going about this, but to me, that's what it comes down to.
Regards, Barry
I'm just reiterating what others have said:
1. figuring out whether the students have mastered the material, and
2. helping the students see where they are in terms of mastery.
Feedback, feedback, feedback!
Hi Deborah:
I like that you recognize the possibility that a teacher could be in error.
As long as there is a fair and reasonable method for all to obtain good grades if they do as instructed I think our purpose to teach will be achieved. Evaluations are merely a measurement of that teaching, and the student learning.
Regards, Barry
There are several reasons to evaluate students. The main reason is so they can gain an understanding of areas they excel in and areas that they need to work on. Of course, since our society still runs on the scoring system, as mentioned in the lesson, evaluation is required to produce a grade for each student. Evaluation of the class is really an evaluation of me. This will help me to see areas I need to cover better or differently. If the whole class has a problem it is probably a teacher problem.
Evaluation is beneficial to both student and teacher so we can work together as a team. I learn from the students and they learn from me.
Hi Patricia:
The more consistency that exists in a course, the likely assessments and evaluation can occur with a greater likeleness that essential material will taught, at the right level, using the most appropriate resources, leading the most effective student outcomes.
In your example, your course material may have been very organized and planned out well, but if the substitute teacher taught something different, than the quality and accuracy of the lesson can be called into question, with the poor performance on the following days quiz as proof that there was some disconnect.
Evaluation should be an accurate reflection of what was taught. If lesson material is misssing, then it's not fair to assess something that was not taught or improperly emphasized.
Regards, Barry
I think the biggest reason is to determine their level of comprehension of the material.
Another reason is to prove that the instruction method is or is not effective. Recently I was absent and had a substitute. When I returned and gave my students a quiz on the material, they did not do well on it! Was it instruction? Was the material difficult? Was the test fair? It gives me a point to start thinking what to do or where to make changes!
It is important for accreditation purposes. We should be responsible for learning!
Terri:
Good examples. Because we have to assign grades, it necessitates having to do assessments. And these days, they have to be objective, fairly administered, and equal for all. I don't mean they never should have been. I just mean that we assess because to assign a grade requires an objective method to award the grade.
We teach, then assess if the student learned. If we could just watch and observe, then assign a grade based on our expert opinion of how the student performed, I think that'd be just a good.
A probing question could be "did the student learn?" vs. can they pass a test that assesses learning? I'm sure we've all seen the student that can get a good grade but can't apply the knowledge. Probably a good example of "passed the test, but didn't learn" kind of student.
Regards, Barry
Know where to focus on their strength and weaknesses. Some students are visual learners, some are hand on..Where one student might excel with the reading material and handouts, another student may have a learning barrier to prevent them from understanding. But an open discussion on matter or hands on helps onother student
be able to understand more clearly. And then once he sees it on paper, he can picture what he learned hands on now to what he sees on paper.
Gordon:
Confidence can play such a big part in student success. Diminishing anxiety ought to be a required class. Encouragement, feedback, suggestions, advice, and a caring, patient approach also work towards positive benefits of the evaluation process.
Regards, Barry
Students need to know how they are doing so they can review a particular part of a subject or ask for tutoring, if offered. If they are doing better than they thought they would do, it also breeds confidence.
The only way that student can improve on their skills is to know what they need to work on and to what degree they need to work.
Hi Janet:
These are true. I think there is an aspect beyond mere sharing of progress which is measuring the degree of learning that has occurred. I'm sure you've seen students get all "A's", but still didn't fully know what they should. So, partly we are evaluating their learning, too.
Regards, Barry
1. Inform student's of their progress.
2. To let you know how you are doing as an instructor.
3. It also help you and your student's know what they do and do not know about the course being taught.
Hi Gregg:
All you state is accurate. Without an effective feedback system, we have little other than our own perspectives (and biases) on how classes are going and student performance is progressing.
Regards, Barry
Hi Rhonda:
I agree student feedback can assist the teacher in understanding where essential information may be lacking, and therefore, be prepared to make adjustments. But that's a two way street, and the student should be open to encouragement, advice, and information that will lead to achieving their highest grades as well.
Regards, Barry
Evaluating students is a great tool to use for you to gain valuable feedback from your students regarding their understanding of the subject matter. In doing so you can add or make adjustments to your teaching style.
We evaluate students so they will know what they have learned. We evaluate them so that we also will know what they have learned. We evaluate students so that we will know how well we have 'taught', or how reasonable is our curriculum. (Our program is new--we are at the forefront, working with the very first group to start.)
