Posts Tagged ‘ assessment ’

How Can We Make Assessments Meaningful? | Edutopia

Since I’m on a re-blogging tear today, I just have to share and recommend this brief article on student assessment. In particular, the questions Heather Wolpert-Gawron asks when developing her course assessments help to frame your assignments and projects within solid assessment criteria. The chart she shares (click for the .pdf) helps to quickly analyze your assignments and projects to see whether they meet this criteria. And finally, the rubric she uses (for writing assessment) can easily be adapted to fit several other disciplinary needs. For those who are designing or re-designing courses right now, check this out:

How Can We Make Assessments Meaningful? | Edutopia.

Mid Term Evaluations – Checking in with students

Mid Term Evaluations – Checking in with students

Part II of Teaching Circles Discussion Review

As I finished up my post on student failure, I remembered that amidst all of our discussion on attendance, setting expectations, letting students fail, and more, I forgot to talk about mid-term evaluations. Yes, we fit this in! In fact, we started our conversation talking about conducting mid-term evaluations in order to gauge where students were, whether they felt they were learning, and what suggestions they had for improving their learning. For those of you who have never performed a mid-term evaluation, it’s worth looking at why we do these and how they help us continually enhance our teaching and “check in” with our students’ learning.

Mid-term evaluations give us a chance to adjust our courses based on feedback from students on what’s working and what could be changed to help students learn – changing horses mid-stream, if you like backwardly applied metaphors. Coincidentally, one of my favorite teaching and learning blogs (ProfHacker, sponsored by the Chronicle of Higher Education) had a post about mid-term evals, as well as a promotion through a really excellent higher ed forum, POD. See below.

For those of you considering mid term evaluations, this is an excellent list of resources, combined with an idea of how to conduct evaluations collaboratively with your students, that is, invest them in the process.

We also offer this service to Montclair State faculty through the Research Academy, called SGA’s. Go here to learn more: http://www.montclair.edu/academy/services/sga.html

Conducting Your Midterm Evaluations Publicly with Google Docs

http://chronicle.com/blogs/profhacker/make-your-midterm-evaluations-public-with-google-docs/38680

Croxall uses GoogleDocs to have students collaboratively do a midterm evaluation answering two questions: “What is working well so far?” and “What could be done better?”

The post links to other ProfHacker entries on the same topic.

List of Evaluation Resources From POD:

  • Anderson, Joan, Gary Brown, and Stephen Spaeth.  “Online Student Evaluations and Response Rates Reconsidered.”  Innovate 2, no. 6 (2006). http://www.innovateonline.info/index.php?view=article&id=301 (accessed January 8, 2011).
  • Brinko, Kathleen T.  “The Interactions of Teaching Improvement.”  In Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education, 3-8.  Edited by Kathleen T. Brinko and Robert J. Menges.  Stillwater, OK: New Forums Press, 1997.
  • Coffman, Sara Jane.  “Small Group Instructional Evaluation Across the Disciplines.”  College Teaching 46, no. 3 (1998): 106-111.
  • Creed, Tom.  “Small Group Instructional Diagnosis (SGID).”  The National Teaching & Learning Forum 6, no. 4 (1997). http://www.ntlf.com/html/pi/9705/sgid.htm (accessed December 12, 2010).
  • Diamond, Miriam R.  “The Usefulness of Structured Mid-Term Feedback as a Catalyst for Change in Higher Education Classes.”  Active Learning in Higher Education 5, no. 3 (2004): 217-231.
  • Diamond, Nancy A. “Small Group Instructional Diagnosis: Tapping Student Perceptions of Teaching.”  In A Guide to Faculty Development: Practical Advice, Examples, and Resource, 82-91.  Edited by Kay Herr Gillespie, Linda R. Hilsen, and Emily C. Wadsworth.  Boston: Anker Press, 2002.
  • Lewis, Karron G.  “The Process of Individual Consultation.” In A Guide to Faculty Development: Practical Advice, Examples, and Resources, 59-73.  Edited by Kay Herr-Gillespie, Linda R. Hilsen, and Emily C. Wadsworth.  Boston: Anker Press. 2002.  59-73.
  • Penny, Angela R., and Robert Coe.  “Effectiveness of Consultation on Student Ratings Feedback: A Meta-Analysis.”  Review of Educational Research 74, no. 2 (2004): 215-253.
  • Seldin, Peter.  “Using Student Feedback to Improve Teaching.”  To Improve the Academy 16 (1997): 335-346.
  • Smuts, Bridget.  “Using Class Interviews to Evaluate Teaching and Courses in Higher Education.”  South African Journal of Higher Education 19, no. 5 (2005): 943-955.
  • Theall, Michael.  “Student Ratings: Myths vs. Research Evidence.”  Focus on Faculty 10, no. 3 (2002): 2-3.  http://studentratings.byu.edu/info/faculty/myths.asp (accessed December 12 2010).
  • White, Ken.  “Mid-Course Adjustments: Using Small Group Instructional Diagnoses To Improve Teaching and Learning.”  In Assessment in and of Collaborative Learning.  Edited by The Washington Center’s EvaluationCommittee, Evergreen State University. http://www.evergreen.edu/washcenter/resources/acl/c4.html (accessed December 12, 2010).
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