Lyle,
Giving the student a similar task puts the focus on the learning objective. Repeating the same task may not allow for an assessment of how the student applies critical thinking in accomplishing a task.
Ron Hansen, Ed. D.
The students completes a lab exercise individually while the instructor observes them. The lab exercise is similsr to one that they already did as a group. By noting any problems or difficulties they have and then review the results with them so they know their weaknesses and strengths they can become more proficient.If the task is not completed satisfactorily another similar one is required to be done at a later time.
I like using the hands on approach to assess skills. When students are building engines they have to have a understanding of how an engine works and how to use the proper tools to repair that engine.
We do use rubrics in our automotive labs to score the students. The assesments are clearly defined and makes scoreing fair.
hi All:
I would rank presentation 1st and taste second smell third time fourth .
If it doesnot look good or smell good tasting is almost impossible.
William,
Thank you for your post. This does seem as if it assesses the student in a variety of methods. How is feedback provided to students after each assessment?
Ron Hansen, Ed. D.
James,
How do you assess their handling of the equipment/tools?
Ron Hansen, Ed. D.
I just started a new program of teaching that has many different forms of assessment for the students. The students must complete a online portion of the course and at the end of the online portion they have to perform what is called a test drive which checks their competency at recalling the information that was presented during the online class. Then their is an instructor lead training portion with a written assessment that follows it. The students final part is to perform hands on labs that they get to demonstrte the ability to take the online material with the instructor lead material and the labs performed to cement the knowlegde home with a final assessment of the entire course. We are hoping to hit all of the learning styles and help each student reach the peak of their individual ability to learn the information to be successful on the job when they graduate. With multiple level of assessment we can onitor student progress in many ways and hopefully catch the struggling student early in the learning process.
When I give a lab task to my students. I look to see how they handel the tools and if they follow the steps.including Safety.
James,
Thank you for your response. Your review strengthens the link between the on-ground and online.
Ron Hansen, Ed. D.
James,
Thank you for your response.
Ron Hansen, Ed. D.
Yes, at the end of the online material there is an assesment that they take and I can view thier scores on the assesment. The online material gives them a base to build on which allows them to make better informed questions in class and allow for deeper classroom discussion. Typically I will do a review of the material they covered in the online portion the following day before we begin the class led portion of the persentation in the form of a questions and answer session in which I ask them questions to test thier comprehension of what they learned online.
Do you provide feedback as assessment between projects?
Each project packet includes a print, program format, and an inspection sheet that the students are required to complete. Its a rubrick, listing the tolerances for each dimension to be measured. Grade points given are determined by the tolerance. A tolerance of + or - .010 would be worth 10 points, where a + or - .001 would be worth 20 points. There is a space for each tolerance for the instructors measurment. The student has the feed back needed for improvement on the next project. I consel students that need help to improve.
Do students receive guidelines prior to starting the projects?
Each project is preceded with a classroom lecture and a hands on demo by the instructor. The instructor is on sight when students are operating any machine tool. Safety is an issue. Therefor all safety procedures are active.
Teaching in the Automotive electrical field, the assessments are done in three ways: written tests, practical labs, and practical lab tests. This will assess the students on the application of theory and problem solving skills.
James,
Is there any assessment provided online? If material is available online what remains for you to cover in class? How do you review the online material?
Ron Hansen, Ed. D.
My students are given online material to complete before the class presentation. We then have class presentation and discussion followed by them preforming lab tasks related to the material that we coverd the previous day. At the end of the class they are given a multiple choice quiz, a written exam to which they give responses to questions about the material, and they preform certain tasks in lab to demonstrate thier competency in the tasks that were coverd during the class.
James,
Do you provide feedback as assessment between projects? Do students receive guidelines prior to starting the projects? Assessing between projects allows students to be aware of how they are progressing towards course outcomes?
Ron Hansen, Ed. D.
Fred,
How many tests on batteries do the students attempt? Is there problem solving or mostly how to set up and read the meter?
Ron Hansen, Ed. D.
In my electrical course, we have students do a 3 part hands on lab, to see if they know how to use their volt/ohm/amp meter, and can perform various tests on batteries. We also give a 20 question multiple choice written test to assess what they have learned in the course.
I teach an introductory course in CNC Lathe set-up and simple programming. Assessment is through completion of 4 projects in which students are required to program, set-up and produce the project part. Although programs can be copied, parts borrowed and tests copied, I use a pratical test where the student is required to program, set-up and run the part while I closely watch the process. I can determine wheather or not the student posesses the knowledge required to be compedent in the work force.
