I teach physical therapy. There is a lot of required scientific academic material so lecutre tests are important. We have transitioned to only multiple choice tests in order to immitate their national baord exam and get them sued to answering critical thinking MC questions early on. For the technical skills we have a hands on real-life immitation practical exam so we can grade the competance of the pratical skills. We make sure to have a very detailled rubric so that grading is as consistent as possible between testers. I am also a fan of using in class assignments for grades such as a quick question or solving a patient case.
Michael,
Right. I am always interested that my evaluation systems accurately measure the knowledge, skills, behaviors, and processional soft skills that will lead to successful employment, along with the potential for lifelong learning and growth.
Barry Westling
student evaluation methods depends on the course and type of education, as a technical instructor, test results are a measure of info retained but does not reflect a students' ability to perform the assigned tasks
Michael,
I'm not a fan of extra credit myself, but I understand some instructors will use it to boost grades and morale. I can see where math would be especially more important to keep the level of morale as high as possible.
Barry Westling
Hi -
Happily Math is a subject that can be easily quantified.Students are graded on homework, quizzes a mid term and a final. Extra credit questions are included on each quiz/exam as a way for the stundent to improve grades.
Mike Conway
Joseph,
Evaluation actually implies a comparison of some sort, such as in what someone should know vs what they do know. Whereas assessment implies testing competence. Semantics, I know. But as you say, matching the appropriate objective to the assessment level required is essential if we want a true measure of learning.
Barry Westling
I select the evaluation method based on the level of instruction (Blooms Taxonomy) and the learning outcomes. Not all evaluation methods are suited for the lesson being evaluated. Another thing which must be taken into consideration is the level of learning for the objective must match the evaluation. Don't teach someone at the analysis level and then test them at the knowledge. That is a classic objective-evaluation mismatch.
Gina,
The factor I always keep in mind is "how can I accurately and fairly measure learning?". I don't want to just ask questions on a quiz or test because it's required. A common problem is asking students questions on tests based on what was "taught". But we haven't taught if the students have't learned. Frequent checking for understanding, and assessment of learning will give me a better idea of how effective my instruction has been.
Barry Westling
Most of the evaluation methods are decided by the course content. I will evaluate how well the existing quizzes and tests work and change things as necessary.
George,
Yeah, positive reinforcement goes along way with many of our students. Sharing class performance, however that occurs is so necessary if we expect students to know where and how to make improvements or further progress.
Barry Westling
When I evaluate a student I normally rate them with points deducted from 100%. When evaluating I'll tell him or her that a welded plate score is based on points I would take off for defects. I would in their presence tell them you have 9 points to make a perfect plate rather than you have a 91. It appears to them to be fewer points to fix than a 91%. Seems to work for me well.
Shellonda,
Good idea. I think many instructors do the same, in their own way. The value of evaluations is to determine how students are progressing, and good instructors will consider the trends and work to see improvement for the students they're instructing.
Barry Westling
I had always looked on prior quizzes and saw if it were formulas, definitions, "how to" parts, or the hands on that has been a problem, and take a day to show from example, or explain with an open forum for discussion on easier ways that other students have remembered different material than prep them for an evaluation the next day. Or even have them work in smaller froups for study and hands on time.
John,
I think the main consideration is to choose categories of grading and assignments that in the end, will measure the degree (or lack of) learning that has occurred.
Barry Westling
In automotive classes I normally evaluate students on their learning performance, in class participation, shop/lab assesments.
Williams,
Yes, this is typical in career schools in the United States. Using a variety of assessment methods and using grading components helps give a comprehensive view of the students learning, rather than basing a large percentage of a grade on 1 or 2 major tests or a written paper.
Barry Westling
Different evaluation methods are use around the world. I have had my post secondary education in five different countries around the world namely Ghana, Nigeria, United Kingdom and the United States. In the United Kingdom and most African countries evaluation methods are standardized and supervised and is skewed towards Summative. In the United States evaluation methods selection is base on the instructor and is skewed towards formative. Which is basically a continues assessment method.
I teach in career college in the United States and use both formative and summative assessment method to evaluate my students. I teach Information Technology courses so I combine Hands-on activities, Quizzes, assignments, project work, midterm exams and final exams to evaluate my students.
Lynne,
Yes, we want to use the evaluation system that best measures student performance, knowledge, and skill. As in your example, a written test for a task is less effective in measuring the skill involved.
Barry Westling
Most of my classes have a lot of content. So, I give weekly quizzes to keep the students constantly looking over the material. The final exam is cumulative. If it is a class that they need to learn to put an anesthesia machine together, then I take one apart and mix up all the components and add extra ones, and they put it together and explain the flow of oxygen through the system.
Kimberley,
Sounds like a great idea to insure program and institutional policies are consistent. Inconsistency in the administration of rules, standards, grading, and policies is one of the more frustrating complaints students may comment about. Anything to minimize the feelings of inconsistency should be viewed as a welcomed activity.
Barry Westling
