Most of my classes are very hands on. I provide several written quizzes during the term to evaluate how they are absorbing the theory portion of the class. The rest of the time they are provided with short demonstrations to complete.
Well first you need to look at what the course objectives are. And you want to make sure you are measuring those when you create an evaluation. Or if at all possible measure to the lesson objectives.
And then since we are mostly career colleges I thin we should be making them actually apply everything.
I select evaluation criteria based on the topic. For courses with strict objectives such as formula applications, students are graded according to their ability to apply the formula. For more exploratory courses where the topics are social or qualitative, I evaluate students on the basis of their ability to add to the discussion through critical appraisal. Often this is less a matter of memorization and more of a matter of how they structure their analyses.
Although a grading policy is created by our school we do have some flexibility in the weight a category is worth. In teaching computer application classes, document processing is a large percentage of the grade. Usually the final is a concept that they need to turn into document, spreadsheet or presentation. The main thing is that the students are aware of the grading policy from the first day of class and it is administered equally and fairly.
Computer generated tests on chap. material
General participation
Exercises in the lab
our college has a policy for exam grades to be the primary way to grade students. I would love to incorporate other methods.
Written tests, such as multiple choice questions are a good way to evaluate information retained. Some students do better with a hands on test, or practical, than a written test. In my school, which is a technical institute, we use both written and practical testing. I have seen success with a practical test, showing the student understands the material, while doing poorly on the written test.
As we all know every student learns at different levels . Some are audio learners and others are visual. I have found that the majority of my students are visual. They need to see it and physically work with it in order for the mechanics to sink in. When I evaluate this type of student they have to present it to me with a hands on demonstration and explain to me in their own words the what, when ,where and especially the why this practical is necessary and how all the steps are important for a good end result.
I teach at a technical institute and I evaluate my students based on their efficiency and proficiency to perform specific tasks that pertain to real world situations.
When I first started instructing the points method was first choice but now I must say that Portals are a better way for students to access there grades and attendance.
Tom
Hi Marilyn:
One comment about make-up work - within reason it is probably okay. However, this becomes difficult to maintain fairness, yet not allow make-up work to necessarily allow the student to pass the course. How would that make other students feel who had submitted work on time?
Regards, Barry
Hi Anita:
One thing an instructor might consider doing is to create a rubric that dictates exactly what is expected for full credit, and give this rubric to the student on the first day of class.
Regards, Barry
I select the way by what course I am teaching. For the student massage clinic I have evaluation forms that clients fill out after receiving a massage grading my students. There are 10 questions and the client can chose from 1 to 10 on how well everything went. There attendance and evaluations are a major part of their grad. Then their test and quizzes.
Hi Barry,
I evaluate my students on a total point basis, which different categories being weighed a litle different. This is based on our core curriculum and I think it works well with our students.
I teach English Composition and Psychology, so it really depends on the class what evaluation techniques I use.
In Composition classes, I evaluate based on content, structure, grammar, punctuation, and spelling. In addition, I grade homework based on completion. Quizzes are given on grammar, punctuation, and spelling. A research project is also given which is evaluated on the above as well as on citation of sources.
Psychology is tested and quizzed on content mastery.
One of the methods I use, is to monitor the students individually during in-class assignments, and lab exercises. If I see they are having trouble, I will assist them and point out where the issues are so they can make any necessary corrections/adjustments to continue through the exercise successfully. Often, I find that the students have the ability to understand the information, but fail with following the correct sequences. This kind of monitoring helps me make more accurate evaluations of the students so I can inform them on the areas they need to pay more attention to. Ultimately, this will help them to improve with future exercises and do better on tests.
I select the ways student evaluate by using the evaluation methods of the school. Depending on what is required during the week, I can add homework if there is not much to do, or add work in the lab on skills for improement. I then enter the grades in the computer. The school then measures for Quizzes 15%, Lab 20%, Homework 5%,Professional 5%, and Spelling 15%, and Exam 30%. This method of grading I think is fair to students, as I notice what is does to their grades when the do well, and when they slack. I make the students aware of this, and show them the difference a grade of 76% can make, as this can bring their grade up to a great degree.
How do you select the ways students will be evaluated?
I have them read the chapter before the lecture and complete the questions at the end of the chapter. The students come to class prepared for the discussion and gives them and me a clear indication of what they didn't "get" in the chapter. Then I go over the chapter and highlight the valuable information. We have an active question and answer period, which is based on class participation grade =15% of the grade. Chapter assignments have point values based on if it was completed (homework assignment), every chapter has a homework assignment. We have a quiz after each chapter = 20% of the grade. Measuring the student’s ability to grasp the information. This is based on information the students must know. This information remains on the next quiz until 90% of the class is getting it correct. Because these items are based on terminology and concepts they must understand how to apply this to real life situations and be able to work with this material in applying and synthesizing what they are learning. I go over each question and explain where to find the information in the book. I engage the student to go back to the page and read the material again before we go on. This engages their senses to see and touch the information once again. Their essay/book report and the Mid-Term Examine is equal to an Examine Grade = 25 % of the grade. The final exam is cumulative and based on the most valuable information, not more than 100 questions (multiple choice, T/F and matching), the Final Examine Grad = 30% of the grade. They have seen this information several times by now and should definitely know this by now.
through the vairety of grades given by the syllabus criteria. usually I give them participation, quizes, workbook assignments, essay assignments, mid term and final exams grades. The grade distribution is always discussed with the students on the very first day.
I select evaluation methods based on the feedback I receve from students with regard to lecture discussions and their learning styles.
