Assessing Classroom Learning
In our last CELT newsletter we discussed the importance of defining clear learning objectives for your course as part of a "triangle of learning": establishing what learning objectives you have for your students, determining the most effective learning activities for students to reach these objectives, and assessing that they have indeed been reached. In this issue, we will focus on assessment, and (hopefully) inspire you to try out some new assessment formats.
In the space available, we can only touch on select points. If you would like to delve further into this topic, you are welcome to borrow from our collection of books on assessment in the CELT "library", take a look at our Tip Sheet on the topic on our website, and the CELT staff is always happy to consult with you on your specific project.
Uses of Assessment
There typically are two types of learning assessment in classroom settings: summative and formative.
Summative assessment ("Assessment of Learning") is often carried out at the middle and end of a course or project. Summative assessments are typically used to assign students a course grade, and often a scaled grading system enabling the teacher to differentiate students will be used.
Formative assessment ("Assessment for Learning") is generally carried out throughout a course or project. It is used to aid learning in that it helps the student and teacher to find out what the student knows so that the teacher can address any areas of weakness or misconceptions in subsequent lessons. The purpose of formative assessment is to determine whether students have mastered a given concept in order to adapt the teaching accordingly. Formative assessment can also be done by asking students to self-assess and reinforce their practice in areas of weaknesses. This type of assessment is typically not given a grade.
Assessing large groups of students
Assessment in large classes can be challenging, yet there are ways to make it manageable without compromising the quality of student learning. Following are a just a few suggestions to consider.
On occasion, use self- and peer-assessment to create a learning experience. Both can promote self-awareness and reflection, and encourage good skills for future self-directed learning.
A group-based assessment can reduce the marking load provided that a group turns in a single piece of work to be assessed.
Have a writing assignment be optional or for extra credit.
Break up lengthy papers into subparts due throughout the semester (e.g. topic, outline, first draft, second draft).
Provide students with answer keys when they exit the examination room or post answers on a course Web page rather than providing individual feedback for each student.
Have you tried these assessment formats?
Following are some examples of formative assessments, adapted from Angelo and Cross (1993), that can highlight what students understand at any given point. When you use the assessments described below to get ongoing feedback about student learning and teaching effectiveness, it is best to ask students to respond anonymously. Incorporate the feedback you receive into your subsequent classes so that students know you value their input and take their comments seriously.
Minute Paper
Set aside two to five minutes of class time to ask students to respond to two questions: "What is the most important thing you learned?" and "What important question(s) remain unanswered?" If your focus is on prior homework, ask the questions at the beginning of class. If it concerns the day's lecture, reserve the assignment for the conclusion of class. Specify whether you want responses to be in phrases, short sentences, etc.
Muddiest Point
Pass out slips of paper or index cards on which the students can write their responses. Let them know how much time to spend on the assignment and either stand by the door and have them hand their cards to you on their way out or leave a "muddy point" collection box by the door and have them drop it in on their way out. Address students' feedback during the next class.
Directed Paraphrase
Ask students to take a few minutes to describe a concept from the class for a lay audience and hand in their response at the end of class.
Formulating a pertinent question
A few weeks before a test, ask students to each generate a test question. This will give you information about their understanding of the material, their prioritization of the concepts, and possibly their expectations about the impending exam.
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Would you like to learn more?
In addition to the teaching resources on our website, here are some of the books available from CELT:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). San Francisco, CA: Jossey-Bass
Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge
Stevens, D.D., & Levi, A.J. (2005). Introduction to rubrics. Sterling, VA: Stylus
This practical guide defines what rubrics are, and shows how to construct and use them.
For more information or to set up a time to discuss your assessment strategies, call Linda or Annie at (617) 627-4000. Or email us at CELT |
Annie Soisson