At the college I am employed, we use two or more instructors for each term. The instructors meet every day they are on campus to evalate the progress of the class. this meeting may only last for 5 minutes but it has been very useful in keeping instructors teamed together on the same page.
Patti,
I have found in these situations (of clinical competency with pas/fail) that there is a lot of individual variances that can be observed and tolerated. Some actions may not be exactly as desired but assessing the basic question of whether the student is performing safely, achieving all the essential proficiencies, and has performed to a level that is at least satisfactory is what needs to be measured. Although my college uses a letter grade system for cliniucal, I prefer the pass/fail, as I do no want to pass along a student performing with a C- avearage to patients.
Barry Westling
In my field, the grading is predetermined by the administration. In the theory section of a given course, paper quizes and tests are given on a pre-arranged basis so grading is pretty straight-forward. In the clinical setting or section of a course, the evaluation methods are based on competencies and demonstrating skills based on the knowledge gained in theory. This draws more heavily on the instructor's professional expertise and experience but can still be objective because certain skills are "hard" and have to be performed in a particular manner. Other skills such as relational interaction with a patient for instance is more subjective in nature and is based on both observation by the instructor as well as response by the patient. Each section, theory and clinical comprise 50% of the students grade. but clinical is either a pass or fail status because the clinical setting is where the student will ultimately perform as a professional.
Gail,
Good. I encourage participation, in fact insist on it. Grading it can be very subjective and I've had students comment they felt their particiaption was as much as anothers (different than my assessment). Therefore, I just try to encourage and demand it from all, and let the student benefit from the activity (without points). Other methods may work just as well.
Barry Westling
First there is what is suggested in the syllabus, which is usually homework, quizzes, midterm and a final. But then I do my own evaluation as to class participation, which I find equally as valuable. Because it lets me know what they know and don't know besides the usual testing
Carmina,
Application of theory is a strong ingredient to becoming an effective employee.
Barry Westling
I'm a clinical instructor, my students are evaluated through their clinical skills and competencies. I do try to bridge what they learn in the classroom in clinic. For example, patients medication, health history, etc..
Brenda,
For me, the student's "walk away learning" is what is most important. I try to evaluate to what degree my students measured up to my expectations for learning.
Barry Westling
Being clear with how all the students are going to get their points is helpful. Offering numerous ways for students to earn points helps with students knowledge base.
carlos,
Evaluation is a measure of how close students came to meet standards. Assessment of learning is something wholly different.
Barry Westling
Sometimes attendance policies must be enforced more than a grading system, to me is more important a student that would do anything to show up to class responsibly and on time and does a fair job on tests, than a student that show up to class irregularly and do better on tests and assigments.
Our evaluation system is set by the 'central office' and has little wiggle room.
Joseph,
This does pose a challenge. Using a bit of semantics, I would have to separate grading from evaluation. Evaluation suggests something of a comparison, such as to a standard or expectation. (instructor observation, or degree of participation). Grading asks one to make an assessment of something,(such as learning, or degree of understanding). Each serve the other, and for the instructor to determine progress I think both components have to be in place.
Barry Westling
Barry, I teach in a 2 week course that requires students to analysis and prepare a brief. This is done as a group project. The classes tend to be large so there is often 10-12 students in a group. How can one effectively and fairly evaluate students input when not everyone has a speaking role or a sole section of brief they arte responsible for?
Elizabeth,
Grading rubrics are good because they limit the degree of subjectivity in the grading process (but don't emliminate it completely). Evaluation should compare what the student has learned in relation to what we have defined as needed for succesful mastery of the material. So, it has to be fair, accurate, timely, and consistent with course goals and objectives.
Barry Westling
I took a Teaching in College course that was very practical when I was still in grad. school. This course taught me how to design an entire course from writing course goals and objectives to writing lesson plans as well as writing assignments and grading rubrics that measure the goals and objectives set for the course. I even learned how to write multiple choice questions that measure higher level critical thinking skills like application.
Wendy,
True, students tend to be more critical. I've had the most success by using rubrics which identify criteria and the conditions under which students will earn a grade. In this case, both instructor and student know in advance how they will be graded, and the student has an opportunity to conform to the preestablished guidelines that exist and that their classmates will be graded on. It's the most objective and fair method to use, at least for me.
Barry Westling
In some cases, I leave it up to the students. This works particularly well when the students are giving oral presentations. Before we start the presentations, I have the students help me put together a list of items on which the presenters will be evaluated, along with the weights of each item. Sometimes I have the class do the actual grading, but sometimes they are a bit harsh.
Stan,
Good idea. Mixing both is great and may help demonstrate that a student knows the essentials, or at least enough to get a better grade than if these two components were tested separately.
Barry Westling
Eric,
Evaluation of learning is best when a variety of components contributes to the grades. We want a system that is accurate and fair, usable and applicable to all students.
Barry Westling
