Dr. Wilkinson,
The use of evaluations in the courses I teach allows me to ask questions to see the student's progress through the course. I enjoy both formative and summative evaluations, because the student's can use it themselves to track their progress.
I generally use a combination of true/false, and few matching questions, as I can only seem to use them for definitions. I'd be open to any other suggestions for its use :)The most that I use is multiple choice questions in both my quizzes and summative evaluation. I enjoy the complexity (mentioned in our reading) of including multiple choice questions. In my experience, it also depends on the course I am teaching, such as a biology course, I tend to include some multiple choice and a few short-essay questions. I feel that by asking questions, subjectively, I can get a good gauge of the student's understanding in their own words. I feel both are useful and should be used.
Cheers
Dr. E. Somnarain
I use both true/false and multiple choice questions. I don't matching the least because all it takes is one wrong answer to throw all of the other ones off. Also, because of the nature of the subject I teach, and the fact that a National Certification exam follows my courses, I like to give my students the same format of test questions as the ones they will see on the National exam so they can be prepared for that exam.
Ruby Whitehead
My evaluations have typically been true/false and multiple choice questions. I have found that they provide excellent feedback to me and to the students regarding the student's grasp of the information. I teach business classes which lend themselves to objective evaluations due to the subjects we discuss and learn. Having said that, the one area I could use a subjective evaluation like an essay question would be in the area of ethics and social responsibility.
Open ended and essay responses allow the students to articulate their understanding of the material. Has the information been retained? However, the multiple choice allows choices, and if they are good at this format, the critical thinking and deductive reasoning is able to assist the students.
When I read the “essays†some people simply can state what they need to in just a few words. Other's take forever and never say anything. In my particular course, they have to make decisions, and there is only one right answer. So for the students.... the multiple choice would be the better selection. Matching.... I never have had much use in this except for clear identification of bones and joints.
I use a mixture of both. Personally, I much prefer subjective evaluations, as long as students are provided with a rubric so they understand my grading comes from a more objective view. Subjective makes students think about their response, instead of just answering questions with answers in front of them. I do, however, understand there is a place in the classroom for both, objective and subjective.
Hello All,
Good morning! There is value and challenges to both objective and subjective evaluations. In online learning, I tend to use subjective evaluations just to monitor student progress and to see if I need to make any class adjustments. When it comes to summative evaluations, I prefer to use subjective assessments combined with rubrics.
I believe more in subjective evaluations because students need to apply the skill sets learned. The grading rubric helps students and instructors stay focused on the required skill sets. Finally, I feel it gives me more of a true sense of where my students are at. It also forces me to provide quality feedback.
Have a great day!
Al
Gloria,
As we talk trough this discussion, it really shows the importance of good rubrics as a tool for consistent and fair assessment. Good comments.
Dr. Kelly Wilkinson
Lindsey,
You make some interesting comments. As we discuss types of assessment, I want to reiterate that all will work as long as they measure the objectives.
Dr. Kelly Wilkinson
Paul,
Interesting. . . I too prefer this type of assessment in an online course. I do use objective tests but the majority of the points come from projects.
Dr. Kelly Wilkinson
Kenya,
Interesting. . . Are the assessment provided for you as well as the rubrics? Do you assess the discussions and chats? Just curious. . . .
Dr. Kelly Wilkinson
Jennifer,
Wow, that is pretty much black/white! The rubrics do give students a framework for expectation.
Dr. Kelly Wilkinson
Jennifer,
I like the methods you are using to evaluate your exams. Your students do know what is expected of them and that is so important particularly regarding exams.
Dr. Kelly Wilkinson
Jack,
I like it! I actually use some SMS rules to teach "economic use of words"! Let's do it!
Dr. Kelly Wilkinson
Marcia,
I agree with you. I also use discussion as a part of assessment and will use them as examples of how to write an essay.
Dr. Kelly Wilkinson
Dr. Glenn ,
Do you give them examples of exemplary answers? I agree with you that it is a great way to show practical application.
Dr. Kelly Wilkinson
Francis ,
I will say I have had true and false questions that were the hardest question of any I ever had! If you answered false, you had to explain why. That is a twist of the t/f!
Dr. Kelly Wilkinson
Christen,
I agree with you. I think you have to mix the types of questions particularly when assessing using Bloom's taxonomy.
Dr. Kelly Wilkinson
Sandra,
I agree with you. I think our k-12 institutions "program" our students to be much more comfortable with objective exams. (That is my opinion) :)
Dr. Kelly Wilkinson
Trude,
I use this type of assessment. I also use projects to assess knowledge. It is not always about a test! Good answer.
Dr. Kelly Wilkinson
Chastity,
That can be a shock! Many people will grade a question at a time; not a test at a time.
Dr. Kelly Wilkinson
