Hi Mark:
That's sounds like an great technique! If I understand you correctly, the "wish" component also offers the instructor an idea about what topics may need more time spent on the next go through.
Excellent work!
Regards, Barry
The following is my class evaluation scale....
Professionalism....10%
Class Assignments....40%
Tests....20%
Homework...10%
Final Exam...20%
Class assignments MUST be so high because of the required state credientialing.
It depends on whether or not it is a course with a LAB or a CLINICAL attached to it. You need to have enough assessments to allow a student to have one "BAD DAY" on an exam/assignment but not blow the entire course. At an accelerated pace such as ours, we give exams at least weekly with a quiz or two to prep them. Exams are usually given on a Monday so the student can digest 4-5 chapters of materials over the 3 day weekends. We use electronic testing banks to select exam questions and then grade them that night so the students can go online at anytime and check their scores. If it is a lab or clinical, then we utilize a TOTAL POINTS system that seems to work out well over the 1-3 months of clinical.
Hi Jim:
One nice thing about having pre-made evaluation forms or systems in place is that it can help prepare a student to know what to expect, and may help them have more successful outcomes.
Regards, Barry
Hy Crystal:
Whatever method is used, it is important for the students to know what is expected about the tests, including when they will be given.
While an occasional pop quiz can be effective to reinforce instruction, there is also value in empowering students with the knowledge of what to expect on the exams.
Regards, Barry
The college decides how their grades will be determined - ex attendance 10%, etc but leaves me to decide what the project will be, how I will handle testing, etc. so, they set up the calcultions, I fill in the data with types of testing.
I always attempt to evaluate to the objectives or outcomes. In the past I have even tried to word my tests so that they reflect the way the objectives are presented, paying attention to terms such as list, recognize, discuss etc.
All skills/competency tests have very specific rubrics including all the steps of the procedure.
My preference is to grade the skills performance on a Pass/Fail policy.
I also try to provide students with multiple choice tests to prepare them for certification examinations.
I assess the student's learning styles. Most of the students in my program are kinesthetic learners, so alot of their assessments are hands-on. We do still have to use traditional testing methods, but try to include alot of case scenerios that helps the students to incorporate and use the information in an actual clinical setting.
Rubrics, rubrics, rubrics, all students should be evaluated equitably and rubics provide the mechanism for equality and consistency.
I try to include a variety of methods. This includes traditional exams, papers, presentations, and participation. Some students will not score well on exams, but their class participation shows that they really understand the course content. I try to give each student an opportunity to demonstrate his/her mastery of the course material.
Hi Joshua:
My college uses a similar system. It works well for the reasons stated. The two biggest questions that arise from this discussion post is "is it fair" and "does it measure learning". Most understand there is no perfect method that works perfectly every time.
Regards, Barry
Hi Donald:
Case scenarios are great!. They put the student in situations they're likely to encounter and we can evaluate their actions given a specific set of parameters. You're right in that these are time consuming. Also, without a clear grading rubric or similar tool to assure objectivity, grading can be a bit difficult. However, some topics are such that the grade is "Yep, they got it" or "nope, they missed it".
Nice contribution to the forum.
Regards, Barry
I like to test from real life situations. Scenarios take more time and work best for me almost one-on-one, but they really show if the student "got it". If I am not given too many students, it teaches me how well the class achieved it goals and how well I did as an instructor. Any paper test is a distant second choice but all too often needed due to high student count and short time given for the evaluation process.
The way that my students is evaluated is already predetermined for me by my school; however, I really like the way they choose to do it.
I use a weighted system--10% for participation, 20% for quizzes, 30% for exams, 15% for homework, etc. I really think this is the best way possible because the students are not thinking about the total number of points to weigh the importance of a particular assignment. They just know that a percentage of their grade will be based on a particular type of assignment.
This also allows me to add or omit extra assignments without having to change the total number of points in the course. In addition, this allows me to lower or raise the number of points each assignment is worth--if the homework is 60 questions, I don't want to make it worth the same number of points as a 20 question assignment.
I agree that most of the schools have an evaluation plan already placed. But, there are ways to make those set plans adaptable to what the instructor sees in the class involvement and understanding of the subject matter. The simpler the evaluation, the better the response. Most of the time, oral evaluations provide me with a better assessment than written tests.
Hi Michael:
These all sound like good ideas. There are probably many different ways that work, the idea is consistency and giving good, quick feedback to help the students make changes that are needed in study habits.
Regards, Barry
Other that the traditional quiz, I'll have students read their classmates papers and grade them, or if it's a presentation, they hand in written comments. For group projects, they have to evaluate each group member's participation as part of the overall grade and I provide the grading scale. It works wonders, especially when you have a student who is angry about a certain grade. I say,"Your classmates graded you lower than I did!"
Most of my classes are preset with grades and scores. I always use a point system and give points for participation and for discussion.
Barry--this is a great idea! I'd be curious as to how you choose what student to call on (or do you ask for volunteers?)--I'd not want to intimidate a student...
GW
Gloria--that sounds like a great idea! I think I will incorporate aspects of this in my Foundations course. Thanks!
GW
