assessing student learning
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.
Online homework has great appeal for instructors, especially those teaching large courses. By using online assignments, instructors don’t have to collect, grade, and promptly return large quantities of homework assignments. Online programs provide instructors with feedback on student performance that can be used to modify the presentation of material in class. Online homework is also beneficial to students. They get feedback promptly, even more promptly than that provided by very conscientious instructors. Online homework can also be designed so that it allows students to work on areas that frequently cause trouble and/or on areas where the individual student is having difficulty.
Grading serves multiple purposes. While the most obvious purpose is to evaluate students’ work — as a measure of competency, achievement, and meeting the expectations of the course — grading can also be a key to communication, motivation, organization and faculty/student reflection. It’s for that reason that Virginia Johnson Anderson, EdD, calls grading “a context-dependent, complex process.”
When you give your grading as much care and attention as you give the rest of your course design components, you will start to see improvements in student performance and experience greater personal satisfaction in teaching. Learn how to make positive changes to your grading strategies and tactics.
video Online Seminar • Recorded on Wednesday, July 25th, 2012
Our interest in more learner-centered instruction has changed the way many of us think about teaching as well as what we do in the classroom. We are devoting more energy to getting students involved during class. We are trying to give them more opportunities to practice those learning skills that expedite learning. We let them summarize the content; rather than doing it for them. We try to have them ask more questions than we do. We design activities which encourage them to learn from and with each other.