Faculty Focus


assessment in higher education

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning

There are two main forms of assessment often used within the online classroom. Both formative and summative assessments evaluate student learning and assist instructors in guiding instructional planning and delivery. While the purpose of a summative assessment is to check for mastery following the instruction, formative assessment focuses on informing teachers in ways to improve student learning during lesson delivery (Gualden, 2010). Each type of assessment has a specific place and role within education, both traditional and online.

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Inquiry into the College Classroom

Are our students learning? Are they developing? Are we having an impact? These questions are only a small sample of those that faculty ask before, during, and after each course that they teach. Faculty often attempt to answer such questions using the evidence they have—student remarks during class and office hours, student performance on examinations or homework assignments, student comments solicited via teaching evaluations, and their own classroom observations. While these forms of evidence can be useful, such informal assessments also can be misleading, particularly because they are generally not systematic or fully representative.

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Benefits of a Student Self-Grading Model

Given student motivation to get grades and the prevalence of cheating, most faculty would never seriously consider letting students grade their own work. However, self-grading, especially of homework, does accrue some significant benefits. It can move students away from doing homework for points to making them more aware of why and how doing problems helps them learn. If students grade their own work, they see exactly where they are making mistakes. And they obtain that feedback far sooner than if the instructor collects the homework, grades it, and then returns it some days later.

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