Gary,
You make a great point. Is the assessment valid? This question is important.
Dr. Kelly Wilkinson
Marie,
How do you ensure that the real world aspect is met in assessment?
Dr. Kelly Wilkinson
Nate,
Yes, and I think you are right that there are variety of ways to assess info and it it is important that it is not onerous to the student or the instructor.
Dr. Kelly Wilkinson
Emry,
Yes, it is important that assessment is "real" in terms of real world application.
Dr. Kelly Wilkinson
Laura,
You make a great point about not just looking at did they learn or not, but how much did they learn (levels) that is important for mastery.
Dr. Kelly Wilkinson
Ruby,
Great answer! How do you make the adjustments is the key; assessment data does not work unless you use it to change.
Dr. Kelly Wilkinson
David,
Great point. You really need to tie your assessment to the real world to assess that! It makes perfect sense.
Dr. Kelly Wilkinson
Dana ,
Great point! How do you get your students to reflect on the assessment data?
Dr. Kelly Wilkinson
Cyndy,
Wow, this is an interesting situation. You have to hold them accountable and that is not easy. Time management is an important skill to assess. . .
Dr. Kelly Wilkinson
Nicole,
I like that you focused on the responsibility of the instructor. You are spot on!
Dr. Kelly Wilkinson
Allen,
You and I are on the same page! The assessment should be thoughtful and useful!
Dr. Kelly Wilkinson
Merle,
You make a great point! You are right. You do need to tell students what they are doing right. We do neglect that don't we?
Dr. Kelly Wilkinson
corinne,
Great answer! You do need to determine is that the best way to collect the data.
Dr. Kelly Wilkinson
When conducting summative assessments, what do you believe are the two most important things to consider?
1. Summative assessments serve as an accountability measure that is typically represented as a grade earned. Hence, the outcome of summative assessments is a judgment of student competency at the end of the instructional phase.
2. Summative assessments serve as a way to determine if students have mastered the outcomes/objectives or to identify if they need remedial work in specific areas.
I believe this needs to be in two parts..
1) Let the student know what they have done that is good.
2) Let them know how they can do it even better next time.
Summative assessments are used to determine the students’ level of understanding and/or ability to apply the course objectives. They are used to determine grades as well as determine if additional time needs to be spent to get a lesson fully understood. When performing the assessment the two most important aspects is ensuring the right parts of the lesson are being assessed in a manner that flows with the way the material was presented. The second important aspect is to tie the assessment to a value the student appreciates and can understand the value of completing the assessment successfully. If you do not include these two elements in the assessment you will not have student buy in or possible results with any real value.
First, does the summative accessment cover the main points (objectives) of the course. Second, will the student's response give me a true indication of how well he/she understands the material that was presented.
Charlotte:
This seems to me to be easier said than done! Effective discussion in the classroom can assess the students in that regard and find out how much they know. Also, the instructor has to be extremely careful when posing these discussion questions to his or her students and be considerate of their learning styles.
1-Did students learn and understand the information provided?
2-Did students relate this information to the real world?
Marie Moran
When conducting a summative assessment, the two most important things to consider are: 1) how much information will be included in the summative assessment? 2) Does the summative assessment measure what is intended?
1 - If there is too much information, the summative assessment results may be skewed based on the entirety of information. Too much information is not necessarily a good thing. If there is a lot of information to consider, one may break down the assessments in two or three, then revise a final summative assessment if it is needed. If too little information is included, the results may be skewed based on the simplicity. One will not know if learning actually took place. If too little information is present, add on to the assessment to measure learning.
2 - As always, is the assessment measuring the intended outcome/objective. If not, one needs to change it. Assessments should always measure what is intended for the student learning.
