Educational Assessment Archives - Page 2 of 11 - Faculty Focus

May 8, 2017

Rebranding Student Learning Assessment

Engagement in a continuous, systematic, and well-documented student learning assessment process has been gaining importance throughout higher education. Indeed, implementation of such a process is typically a requirement for obtaining and maintaining accreditation. Because faculty need to embrace learning assessment in order for it to be successful, any misconceptions about the nature of assessment need to be dispelled. One way to accomplish that is to “rebrand” (i.e., change perceptions) the entire process.

March 10, 2017

Reduce Online Course Anxiety with a Check-in Quiz

By: Maryellen Weimer, PhD

“Online classes are often intimidating for first-time students,” writes David St Clair. “They wrestle with the gnawing fear that their class has no anchor in the physical world and that there will be no one there to address their fears and concerns.” (p. 129) His solution? A simple, online check-in quiz.

Here’s how the activity unfolds. The first assignment in the online course, to be completed on the first day, is this required check-in quiz. In St Clair’s case, it meets the university’s first-day attendance requirement. Students can be dropped from the course if they don’t meet that university requirement. They read the syllabus and take the quiz, which comes to them as an attachment in the course welcome email. The quiz is also posted on the course Blackboard site. Beyond fulfilling the check-in requirement, this quiz is actually a tour of course features. “To find the quiz, learn about the quiz, take the quiz, and to receive their grade on the quiz, students need to navigate through virtually every part of the online class site.” (p. 130) As St Clair points out, you could “tell” students how to navigate the features of the online course, but the more powerful way is having them discover those features for themselves.

August 24, 2016

Is It Time to Rethink Our Exams?

By: Maryellen Weimer, PhD

I’ve been ruminating lately about tests and wondering if our thinking about them hasn’t gotten into something of a rut. We give exams for two reasons. First, we use exams to assess the degree to which students have mastered the content and skills of the course. But like students, we can get too focused on this grade-generating function of exams. We forget the second reason (or take it for granted): exams are learning events. Most students study for them, perhaps not as much or in the ways we might like, but before an exam most students are engaged with the content. Should we be doing more to increase the learning potential inherent in exam experiences?

August 8, 2016

Testing What You’re Teaching Without Teaching to the Test

By: Cindy Decker Raynak and Crystal Ramsay, PhD

Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum is that, in some circumstances, those students may be right. Assessing student learning is a…

February 22, 2016

Three Guidelines and Two Workarounds for Tackling Makeup Exam Policies

By: Sara M. Fulmer PhD

Are you one of the many instructors who loathe makeup exam requests? Makeup exams often create more work and can put us in the awkward position of judging the truthfulness of our students’ excuses. Although we can’t avoid makeup requests entirely, we can better prepare ourselves and our students by having a transparent and fair makeup exam policy. When designing your policy, always ask yourself: Does the policy allow students to learn what you want them to learn in your course?

December 10, 2015

Grading with Grace

By: Patty H. Phelps, EdD

It was just a passing comment in a student’s email reply to me concerning some questions I had raised on her most recent paper. She answered my inquiries and then basically thanked me for “grading with such grace.” This is not a word that I have ever associated with my grading. Tough–yes; thorough–you bet, but grace? Doesn’t that imply my being too easy? Had I given more credit than the student deserved?

December 1, 2015

Axial Assessment: The 21st Century Answer to Assessment

By: Samuel Buemi

The current state of student assessment in the classroom is mediocre, vague, and reprehensibly flawed. In much of higher education, we educators stake a moral high ground on positivistic academics. Case in point: assessment. We claim that our assessments within the classroom are objective, not subjective. After all, you wouldn’t stand in front of class and say that your grading is subjective and that students should just deal with it, right? Can we honestly examine a written paper or virtually any other assessment in our courses and claim that we grade completely void of bias? Let’s put this idea to the test. Take one of your assessments previously completed by a student. Grade the assignment using your rubric. Afterwards, have another educator among the same discipline grade the assignment using your exact rubric. Does your colleague’s grade and yours match? How far off are the two grades? If your assessment is truly objective, the grades should be exact. Not close but exact. Anything else reduces the reliability of your assessment.

November 16, 2015

An Objective Approach to Grading

By: Betty Anne Buirs PhD

It was always the same scenario. I’d be feeling a great sense of accomplishment because I had spent hours grading a set of English papers—painstakingly labeling errors and writing helpful comments. Everything was crystal clear, and the class could now move on to the next assignment. Except it wasn’t, and we couldn’t. A few students would inevitably find their way to my office, plunk their papers down on my desk, and ask me to explain the grade. Something had to change. I knew exactly why I was assigning the grades, but I obviously needed to find a more effective way of communicating these reasons to my students.

November 13, 2015

Examining the Benefits of Cumulative Tests and Finals

By: Maryellen Weimer, PhD

With the academic year nearly over and final exams upon us, it’s a good time to consider how we assess student knowledge in our courses. Cumulative finals are still used in many courses, but a significant number of faculty have backed away from them because they are so unpopular with students, who strongly voice their preferences for exams that include only questions on content covered in that unit or module.

October 22, 2015

Dropping Scores: The Case for Hope

By: Nicholas F. Skinner PhD

In “Calculating Final Course Grades: What About Dropping Scores or Offering a Replacement?” (The Teaching Professor March 2014), the editor notes that “some students … assume that course content is a breeze, [so] the first exam serve[s] as a wake-up call.” (p. 6) In two Introductory Psychology classes (150 students), I recently implemented an effective three-step strategy for getting the best out of such students (and, indeed, all students).

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