David,
Yes! Rubrics are wonderful and make the learning and assessment so much more transparent and focused.
Dr. Ruth Reynard
One important factor is having a rubric and standard way of grading the process. This is typically a bit more difficult than grading a test. As we get away from the conventional testing methods we have to be sure we remain in compliance with accreditation organizations and the like.
There is always more than one way to get to the right answer. Instructors can teach a process, but there is nothing to say that process will make sense to all students. Some students can achieve the learning outcomes by adapting the process to their own learning style. Learning is very individualized and students should be recognized and rewarded for learning how they best learn.
Educators are no longer the gatekeepers to information and content as so much information is available via the internet. We have a saying in the edtech world - "Don't give questions that students can easily Google the answers." As such the process of learning is even more important than the outcomes in the 21st century.
I agree I work at a school that is making a change as we speak and implimenting web based training I am realy looking forward to this change more comunication through IOL's and blog time with Me plus lab efficiatcy tests I realy think its going to be fun.
Ann Marie,
While memorization is a great skil to have and develop, yes, it is also important to continue to stretch students to use what information they have and to apply in in a variety of contexts - critcal thinking...
Dr. Ruth Reynard
I agree. Some students are great test takers or are great at memorization. As teachers, we have to let them take themselves further.
Often the student says they understand the concept and may be able to show this in a basic exam, but can not actively practice it. I give a variety of assessments- some in the form of simple quizzes like in this course with direct feedback and often he students do fine on them. However, when I give them an open response exam, they can not communicate the answer in a clear way that demonstrates they have learned. So I can see how evaluating the learning process along the way would also be helpful in assessing if they have reached the outcome.
Sheila,
Very true, which is why various methods should be used with any group of students. How do you address this kind of diversity in planning your learning assessments?
Dr. Ruth Reynard
Students learn differently. How they express their level of learning also varies. A good test taker may not be able to apply the knowledge in a real life situation but can memorize and retain information for tests.
Krista,
I agree - teachers remaining learners of the learning process s critical.
Dr. Ruth Reynard
The process of learning must be continually evaluated to ensure that it encompasses all learning styles and techniques. As technology advances, different methods of giving and receiving information becomes available. Our understanding of HOW people learn is constantly increasing and evolving and it is essential that the learning process evolves along with it.
I agree. If a test only evaluates what a student has been programmed to answer where is the total learning experience. Anyone can pass a standard test if they read a book, but applying what they learn sholuld also be assested.
It is important to evaluate the process of learning because the process helps to illustrate the students ability to reason, problem-solve and captures the students approach to organizing information to arrive at some answer. This tells you more about the students abilities and their level of learning than simply seeing that they do or do not arrive at a defined learning outcome.
Furthermore, every student comes in at a different stage in this "process" so focusing primarily on the learning outcome without any consideration of where they may be does not cater well to the students needs. More importantly, ensuring that a student has progressed in his/her process in relation to the learning outcome is just as important.
KIZHAKKEPARAMPIL,
Great! It sounds like you have quite an holistic assessment system in place - again thank you for sharing these ideas.
Dr. Ruth Reynard
We evaluate our students on quizzes, seminars, tutorials, case studies, assignments, laboratory experiments and class and laboratory attendance are regularly monitored to determine how well students are responding to the instructions. With above assessment attributes, teachers have the opportunity to ask yourself whether students are capable of what they should be as a result of participating in your class up to that point and meeting the course objectives. Some systems use an external evaluation in addition to interanl evaluation to get a clear picture of meeting course objectives.
Carl,
Great comments! So, the process is absolutely central, which is wonderful...in other disciplines too, this is where the true learning can be evaluated. Thank you for sharing such a clear example...
Dr. Ruth Reynard
As a physicist with an engineering background my objective is to help the student develop into an independent thinker. The student must be able to apply the knowledge tomorrow as a professional or this afternoon in the lab.
Graduate schools, companies and national laboratories that seek our students will all require creative thought, ability to work cooperatively, and honesty. I must be able to evaluate my students on these points.
To a certain degree a course grade will reflect this. I do try to make certain that my course grades do. But almost nobody evaluating a professional engineer or scientist is swayed by GPA. It is the evaluation I point to above that will open doors. That comes in the letter I write to recommend the person.
Martha,
This sounds like a good balance - providing the projects gives students a chance to both explore and demonstrate their learning process - great!
Dr. Ruth Reynard
i would think the opposite would be true. The use of new technology raises the standard of the course and the expectations of the students. I use some of the standard methods of assessment but give them mimimal weight in the final grade. Students need to learn the vocabulary and be able to use the proper terminology in the real world. I, also, incorporate real world projects that are heavily weighted to assess the students' grasp of concepts and information that would be used in a practical application.
