assessing student learning
I remember with horror and embarrassment the first multiple-choice exam I wrote. I didn’t think the students were taking my course all that seriously, so I decided to use the first exam to show just how substantive the content really was. I wrote long, complicated stems and followed them with multiple answer options and various combinations of them. And it worked. Students did poorly on the exam. I was pleased until I returned the test on what turned out to be one of the longest class periods of my teaching career. I desperately needed the advice that follows here.
As Ron Berk (known for his pithy humor) observes, the multiple-choice question “holds world records in the categories of most popular, most unpopular, most used, most misused, most loved and most hated.” According to one source I read, multiple-choice questions were first used around the time of World War I to measure the abilities of new Army recruits. As class sizes have grown and the demands on teacher time expanded, they have become the favorite testing tool in higher education.
If there’s one thing faculty and students have in common, it’s a desire for better grades. Linda Suskie, author of Assessing Student Learning: A Common Sense Guide, explains practical ways rubrics can improve your grading practices.
In this 20 Minute Mentor program, Suskie demonstrates how multiple choice tests can be used effectively to measure the different types of learning that higher education requires, from memorized knowledge to conceptual understanding to thinking skills.
When you are a math teacher you are often faced with the dilemma of whether to assign partial credit to a problem that is incorrect, but that demonstrates some knowledge of the topic. Should I give half-credit? Three points out of five? My answer has typically been to give no credit…at first. However, taking a page from my colleagues in the English department (and grad school), I do allow for revisions, which ends up being a much better solution.
Last semester I implemented a different kind of final exam. In the past I have used the standard multiple-choice and short-answer exams. I was thinking about making a change when I discovered Beyond Tests and Quizzes: Creative Assessment in the College Classroom, edited by Richard J. Mezeske and Barbara A. Mezeske. The second chapter, “Concept Mapping: Assessing Pre-Service Teachers’ Understanding and Knowledge,” describes an assessment method that tests higher-level thinking. The author shared his experience using concept maps as a final exam, included an example of the final exam project, offered rubrics for grading, and discussed the advantages and disadvantages of the strategy. I decided this was the change I was going to make.
It seems like everyone is talking about the flipped classroom. But how do you use this new model to construct lessons and assessments that reinforce student learning?
If you’re already flipping your courses or just starting to think about it, you have to consider how to assess student learning. Since flipping lessons results in different classroom activities, it takes different assessment approaches to measure the efficacy of these new instructional approaches. Learn how to effectively measure flipped learning in this online seminar led by Barbi Honeycutt, PhD.
Online Seminar • Recorded on Tuesday, August 13th, 2013
We give students exams for two reasons: First, we have a professional responsibility to verify their mastery of the material. Second, we give exams because they promote learning. Unfortunately, too often the first reason overshadows the second. We tend to take learning outcomes for granted. We assume the learning happens, almost automatically, provided the student studies. But what if we considered how, as designers of exam experiences, we might maximize their inherent potential? Would any of these possibilities make for more and better learning from the exams your students take?
It’s a conversation most faculty would rather not have. The student is unhappy about a grade on a paper, project, exam, or for the course itself. It’s also a conversation most students would rather not have. In the study referenced below, only 16.8 percent of students who reported they had received a grade other than what they thought their work deserved actually went to see the professor to discuss the grade.