Hi Seth:
That's a fun idea - it probably gives your students a sense of control over their learning, a very important tool in learning.
Also, by varying the learning techniques, instructors may find a greater overall level of retention, as students learn in different ways.
Regards, Barry
Hi Patrick:
This is traditionally the most efficient method - it shows the student where they are in relation to the whole at any given time.
And usually, there may be a little "wiggle room" for the student to improve in each component if the student is doing poorly. The exception to that is with final exams, or singular examinations of that nature.
Regards, Barry
I use pre-created summative forms created by the institution. I also use formative assessments weekly custom designed to that weeks topics.
The curriculum plays a part in selecting evaluation methods. I have found that it benefits students when I use a variety of assessment methods. I like rubrics because
they are a fair way to grade written essys.
Student evaluations should reflect the different styles of learning of the students and the content of the course.
Quizzes in a variety of formats that lead to a final exam. Five quizzes in a six week format with a final of 5 parts.
Evaulation methods are the hardest of all to decide. Of course this completely depends on the subject matter being taught. If a class is intended to build competency in a subject area then knowledge based tests like multiple choice are a poor measure of success. This is a constant struggle at my school. We are training health fitness professionals, where the knowledge is certainly important but the practical application of the knowledge is MUCH more so. The difficulty here is the added dimension of implementing the practical assessment. Class sizes ranging from 20-40 students make it very difficult to examine students in a practical fashion in an area where practical examination may take up to 15 minutes per person. Creating shorter practical exams is difficult so we tend to gravitate back to the more efficient multiple choice model. We frequently find that students complete the program and as instructors we feel some of them are severely underprepared for the field. The competency model MUST be implemented but doing so will be challenging.
Hi Marc:
Even with prescribed testing (Stae Exams), the more variety, creativity, and individidual student participation and engagement that can be encorporated into the lesson plan, the better wilol be the student learning outcomes.
Regards, Barry
I use the required materials and methodology that is required by my employer / institution.
I agree with this format as the testing procedures and test formats are geared toward our State Board examinations.
I use the sugested format that we are supplied with by my institution.
It is very objective and leaves little in the way of subjectivity. It incorporates exams ,assignments, quizes attendance etc...
I believe it best prepares the students for State Board Examinations , the point of the excercise....
The evaluation method depnds on the subject matter and goals of the course
ie can be a demonstration or exam or other forms
Hi Greg:
Glad you'll benefit from this module.
Barry
Barry,
Thank for the advice. I'm going to be doing instruction in different overseas sites as part of a traveling team and we will not give grades; however, will evaluate performance on practical exercises. Not sure what shape this will take. In the future I would like to do adjunct teaching at a local university. I know evaluation will be a key part of any course and am definitely paying attention to this discussion.
Greg
Hi Gregory:
I think the more variety the better. Tradionally, a final, mid-term and quizzes make up the majority of a grade. But it doesn't have to be that way (unless your institution says so).
Projects, written papers, creative arts such as models, PPT's, poster boards, applications, lab skills, discussion - each of these could be categories that contribute to a grade.
We want to measure to what degree did the student meet or not meet the course objectives. There are may ways to determine that, some very creative.
Regards, Barry
I try and spread the points out so the final exam is not make-or-break. Also, I want to give students a variety of opportunities to succeed.
I select my evaluation method based on course content. If the material presented is psychcomoto, my evaluation method will be skills check off. I try to incorporate;cognitive, affective and psychomotor domains in all of my evaluation methods.
Hi Susan:
Rubrics might work for establishing the scale from mastery to unacceptable. The problem is it takes time to customize well written rubrics for a variety of lab skill sets.
Lab is hands on. Repetition is an important factor in suucessfulness. Some portion of the grade could come from the degree of practice sessions (participation).
The most important key is that whatever method used, it is aligned with minimal level of successful skill demonstration.
Regards, Barry
We use the Formative and Summative evaluation method. I also personally have created a self-evaluation form for the students to fill out on the first or second day of class. I ask questions such as: How do you learn best? What are some things you would like assistance with?(reading or note taking..)Are you okay with test-taking skills? I also give them information and a guide on how to time manage while in school.
When it comes to laboratory evaluations, it can be difficult. I either give them a satisfactory or unsatisfactory, the latter case- they would have to demonstrate it again. But on a final type assessment, I try to establish a point-value for each part of the particular procedure being evaluated.
I evaluate students at the end of each chapter or module by having them take a quiz on the material that we have covered. I design the quiz to appropriately cover what they have read and what we have discussed in class. I also generally give mid-term and final exams. Usually quizzes and exams account for about 30% -50%% of their total grades.
I also assign them a class project and they have to do a research paper or power point and present their research or power point to the class. The research paper or power point is 50% of their total project grade and the class presentation is the other 50% of their total project grade. Uually the total project accounts for about 20% - 30% of their total course grade depending on the requirements stated in the syllabus for the course.
I also have them participate in workshops and seminars and do homework and other special assignments. That is generally about 20% of their total course grade.
I also keep detailed records of class atttendance, keep students informed about their attendance and count attendance as 10% of their total class grade.
The totals from quizzes and/or exams, homework, asignments, seminars and workshops, projects and attendance would total 100% for each course and determine the final grade for each student. I drop either the lowest quiz or exam grade or homework, assignment or workshop grade, depending on what would be the greatest benefit to the student. I feel this is a fair way of grading because it allows almost all students to be successful if they attend regularly and complete their assigned work.
Hi Wendy:
One method to determine weight is to weigh your course objectives as to importance. Then, base your comonent weight for grading on how much of the courcse focused on a particular objective.
Similarly, another metod is to weigh according to practice in the field. I suppose a great chef who takes all day to make a simple dish would not be up to performance standards. So weighing timeliness might have a higher degree of weight, or maybe equal with correct preparation of the dish.
Regards, Barry
