Assessment Tools and Evaluation for College Teaching

8/22/2019 Assessment Tools and Evaluation for College Teaching

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INTRODUCTION:

One of the most important tasks of college instructors andadministrators is to assess how well the students are doing in the classesthey are taking. They do this using assessment tools of various types. Once

they have the information from these tools, they can use the data to makeimprovements.

Why do Assessment?

Are you asking too little of your class?Are your students approaching your course as hurdlers, barely

clearing required levels of performance? Or are they approaching yourcourse like high jumpers, pushing themselves under your guidance toincreasingly more challenging heights? If yourstudent aren't high jumpers, maybe it's because you aren't asking them to

high jump.

By using appropriate assessment techniques, you can encourage yourstudents to raise the height of the bar.

There is considerable evidence showing that assessment drivesstudent learning. More than anything else, our assessment tools tellstudents what we consider to be important. They will learn what we guidethem to learn through our assessments.Traditional testing methods have been limited measures of studentlearning,and equally importantly, of limited value for guiding student learning. These

methods are often inconsistent with the increasing emphasis being placedon the ability of students to think analytically, to understand andcommunicate at both detailed and "big picture" levels, and to acquirelifelong skills that permit continuous adaptation to workplaces that are inconstant flux. Moreover, because assessment is in many respects the gluethat links the components of a course - its content, instructional methods,and skills development - changes in the structure of a course requirecoordinated changes in assessment.

RESEARCH (CONTENT)

What is Assessment? Assessment is a systematic process ofgathering, interpreting, and acting upon data related to student learningand experience for the purpose of developing a deep understanding of whatstudents know, understand, and can do with their knowledge as a result oftheir educational experience; the process culminates when assessmentresults are used to improve subsequent learning. Huba and Freed, 2000

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Key Points Assessment is an ongoing process aimed at understandingand improving student learning Multiple methods Criteria and standardsEvidence Students know, can do and understand Its more than justcollecting data

In keeping with a learner-centered approach, assessment is a primeelement in the teaching learning process. It is imperative that instructorsknow if they are meeting their instructional goals and their students'educational goals. Assessment is an important component of good planning.It provides a feedback loop in the planning process. All aspects of the onlinecourse must be assessed. Rubrics are effective tools to visually assess aprogram, process, or student success. The rubrics presented in thissubmission are categorized as ranking rubrics used for questions of relativequality or value. The major component of the conference presentation is the

design and development of rubrics specific to distance learning courses.These rubrics are focused to student feedback, instructor feedback, andprogram outcomes. Rubrics can be effective assessment tools used in theteaching learning process. Participants attending this presentation will beintroduced to ways in which rubrics may be designed, developed andimplemented for online distance learning courses.

ASSESSMENT and EVALUATION What is the Difference?

The primary objective for using the strategy or tool determines itspurpose. Is the data to be gathered for assessment, evaluation or both?

Assessment is classroom research to provide useful feedback for theimprovement of teaching and learning. Assessment is feedback from thestudent to the instructor about the students learning.

Evaluation uses methods and measures to judge student learningand understanding of the material for purposes of grading and reporting.Evaluation is feedback from the instructor to the student about thestudents learning.

Sequence in Preparing Instructionally Relevant AssessmentINSTRUCTION Indicates the learning outcomes to be attained by studentsLEARNING TASK Specifies the particular set of learning task(s) to beassessed. ASSESSMENT Provides a procedure designed to measure arepresentative sample of the instructionally relevant learning tasks. Is thereclose agreement?

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What is the Assessment Process? AIMS ASSESSMENT ACTIONADJUSTMENT

Importance of Assessment To find out what the students know(knowledge) To find out what the students can do, and how well they can do

it (skill; performance) To find out how students go about the task of doingtheir work (process) To find out how students feel about their work(motivation, effort)

What is Student Assessment for?*To help us design and modify programs to better promote learning

and student success.*To provide common definitions and benchmarks for student abilities

that will enable us to act more coherently and effectively to promotestudent learning.

*To provide feedback, guidance, and mentoring to students so as tohelp them better plan and execute their educational programs.

*To provide improved feedback about student learning to supportfaculty in their work.Functions of Assessment Diagnostic: tell us what the student needs to learn

Formative: tell us how well the student is doing as work progressesSummative: tell us how well the student did at the

end of a unit/task

What can be assessed?Student learning characteristics -Ability differences -Learning styles

Student motivational characteristics -Interest -Self-efficacy -goal orientationLearning Content knowledge Ability to apply content knowledge SkillsDispositions and attitudes Performances

Direct and Indirect Assessment Measures

Direct methods ask students to demonstrate their learning while indirectmethods ask them to reflect on their learning. Direct methods includeobjective tests, essays, case studies, problem solving exercises,presentations and classroom assignments. Indirect methods includesurveys, interviews and student reflection and/or self-assessment essays. Itis useful to include both direct and indirect assessment measures in yourassessments.

Direct Measures

Rubric Tutorial:This tutorial provides step-by-step instructions fordeveloping various types of rubrics,specific sets of criteria that clearly

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define for both student and teacher what a range of acceptable andunacceptable performance looks like. Rubrics can be used at every level ofassessment, classroom, course, program and general education.Advanced Classroom Assessment Techniques: The ClassroomAssessment Techniques (CATs) featured on this site are simple tools for

assessing students critical thinking skills in any discipline. Each techniquehas a brief description, tips for analyzing the data, an estimate of the effortrequired and a reference to additional information. Formative assessmenttechniques, like the ones described here, reinforce classroom material andhelp instructors determine how well students are learning.Item Analysis: Item analysis is a process of examining class-wide orcourse-wide performance on individual test items. The presentation,Analyzing Test Results, will walk you through the process of organizingyour data, testing for difficulty and discrimination, creating a simple testblueprint and item analysis. It also contains suggestions for using theresults to improve student learning and two blank spreadsheets to help you

get started.Embedded Test Questions: Embedded assessment on multiple choicetests allows faculty to measure specific course learning outcomes byincorporating assessment items into an existing unit test, mid-term exam,or final exam. A group of instructors teaching a particular course select onecourse learning outcome and work together to design test questions andanalyze results to determine how well students achieved the outcome.Pre- and Post-Tests: This technique is effective for measuring whatstudents learned in a course or program. Test items are based on CourseLearning Outcomes or Program Objectives. Pre- and post-tests are oftenreferred to as value-added assessment since the method compares what

students knew before the course/program to what they know after. Thismethod is particularly useful for developmental courses in that standards-based tests or benchmarks may not be appropriate for measuring studentsin these courses.Profiles of Admirable Individuals: Profiles of Admirable Individuals is asa technique for faculty and students to assess their own values and expressthem.

Indirect MeasuresQuick Question: Quick Question serves as a technique to assess learner

focus during a classroom session.Assessing the Assignment: The purpose of this assessment is to receivestudent feedback about the value and perceived opportunity for usage of aspecific learning assignment.Focus Groups: Focus groups are small groups that meet in order todiscuss a specific topic under the guidance of trained moderator. A focusgroup provides a method of indirect assessment for Program Assessment.Small programs can use one focus group to gather qualitative data; larger

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programs may want to conduct a focus group on each campus. Focusgroups are versatile in that they can be used to gather information before,during or after a program of study is completed.Student Self Reflection: Students rate their own knowledge, skills andattitudes; this can provide useful indirect evidence of student learning and

also helps students to develop metacognitive skills and achieve deeperlearning. Sample designs are included.

How should we assess?True False ItemMultiple ChoiceCompletion Short AnswerEssayPractical ExamPapers/Reports

ProjectsQuestionnairesInventoriesChecklistPeer RatingSelf Rating JournalPortfolioObservationsDiscussionsInterviews

Criteria In Choosing an Assessment MethodIt should be reliable.It should be valid.It should be simple to operate, and should not be too costly.It should be seen by students and society in general.It should benefit all students.

Who should be involved in assessment?

The teacherThe studentThe students peerAdministratorParents

What should we do with the information from our assessment?

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Use it to improve the focus of our teaching (diagnosis)Use it to focus student attention of strengths and weaknesses

(motivation)Use it to improve program planning (program assessment)Use it for reporting to parents

Classroom AssessmentPaper and pencil assessments: Ask students to respond in writing toquestions or problem -Item level: Assessing lower vs. higher skills-Knowledge vs. application, analysis, synthesis, and evaluation -Authentictasks e.g. multiple choice, T/F, matching (recognition), short answer, essay(recall)

Paper and Pencil Assessment Strengths -Can cover a lot of materialreasonably well -Fair -Effective in assessing declarative knowledge ofcontent - Easier to construct and administer than performance assessments

Weaknesses -Require forethought and skill -Less effective in assessingprocedural knowledge and creative thinking -Construction of good higherlevel recognition items is difficult -Recall items that do a good job ofassessing higher level thinking (essay questions) are difficult to score.

Performance Assessments - assessment that elicits and evaluates actualstudent performances

Types of Performances:Products: drawings, science experiments, term papers, poems,

solution to authentic problemsBehavior: time trial for running a mile, reciting a poem, acting

tryouts, dancing

Performance assessmentsStrengths Effective for assessing higher level thinking and authentic

learning-Effective for assessing skill and procedural learning-Interesting and motivating for students

Weaknesses-Emphasize depth at the expense of breadth-Difficult to construct -Time consuming to administer-Hard to score fairly

Performance Assessment Tools

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Traditionally, teachers used paper and pencil tests to assess student

mastery of a given concept. However, this assessment method doesnt

necessarily grade the performance of the student. In a multiple-choice

question, students may pick the right answer out of luck. Similarly, in a

math test, a student may pick the wrong answer due to an error incalculation and not because of incomplete understanding of the concept.

These drawbacks call for better assessment methods. This has given rise to

the concept of performance assessment, where students are judged on task

performance. Teachers use assessment tools like rubrics to grade the

students performance. Once the tools are designed, teachers share them

with the students. This gives students an understanding of what the

evaluator will be looking for, and students can hone their skills accordingly.

In this method, students are learning even while being tested.

What is a performance assessment?Performance assessments are designed to judge students abilities to usespecificknowledge and research skills. Most performance assessments require thestudent tomanipulate equipment to solve a problem or make an analysis. Richperformanceassessments reveal a variety of problem-solving approaches, thus providinginsight into a students level of conceptual and procedural knowledge.

Why use performance assessments?

Student growth in knowledge of methods, procedures, and analysisskills provesomewhat difficult to evaluate, particularly with conventional multiple-choiceexaminations. Performance assessments, used in concert with moretraditional forms ofassessment, are designed to provide a more complete picture of studentachievement.

An exampleThe following is a holistic scoring example with a telescope task. Your

task is to set upand align the 8 telescope, find three different sky objects, and accuratelydescribe someaspects of these objects that astronomers consider to be important.Level 3: Student completes all aspects of task quickly and efficiently and isable toanswer questions about the equipment used and objects observed beyondwhat is

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obvious. The tasks are: align telescope mount with north celestial pole,align findertelescope with primary telescope, center on target object, select and focusappropriateeyepiece, provide information about the target beyond the literal

descriptive level, andanswer questions about the target correctly.Level 2: Student completes all aspects of task and provides descriptiveinformation aboutthe equipment and objects observed.Level 1: Student is not able to complete all aspects of task or is not able tosufficientlyprovide information about the equipment used or objects observed.Level 0: No attempt or meaningful effort obvious.

Assessment purposes

The purpose of performance assessment is to evaluate the actual process ofdoing scienceor mathematics. Performance assessments examine students actualapplication ofknowledge to solve problems. In some cases, the solution of the problemmay imply theapplication of a specific procedure or combination of procedures learned inclass, or athoughtful adaptation of students knowledge. The assessment of studentsknowledgefocuses on the performance and the result.

How can we assess student learning?

Traditional assessment: assess student knowledge and skills inrelative isolation from real world context. Traditional assessment practicesreflect what students are able to recall from memory through variousmeans, such as, multiple choice, true/false, fill in the blank, and matchingquestions.

Authentic assessment: assess students ability to use what theyvelearning in tasks similar to those in the outside world. Occurs when the

authenticity of student learning has been observed. It requires informationfrom a variety of source such as content work samples, observation duringclass activities, and conferences with students.

Classroom Assessment Informal Assessment: teachersspontaneous, day to day observations of student performances. Examples

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Verbal -Asking questions -Listening to student discussions -Conductingstudent conferences

Nonverbal -Observing -Task performances -On-and off-taskbehavior -student choices -student body language

Informal Assessment Strengths -Facilitates responsive teaching-Can be done during teaching -Easy to individualize Weaknesses -Requireshigh level of teacher skill -Is vulnerable to -Bias -Inequities Mistakes

Classroom Assessment Formal assessment : assessment that isplanned in advance and used to assess a predetermined content and/or skilldomain. Strengths -allows the teacher to evaluate all studentssystematically on the important skills and concepts -helps teachersdetermine how well students are progressing over the entire year -providesuseful information to parents and administrators.

PortfoliosA collection of student samples representing or demonstrating

student academic growth. It can include formative and summativeassessment. It may contain written work, journals, maps, charts, survey,group reports, peer reviews and other such items. Portfolios are systematic,purposeful, and meaningful collections of students work in one or moresubject areas.

Importance of Portfolios For Students

Shows growth over time Displays students accomplishment Helpsstudents make choices Encourages them to take responsibility for theirwork Demonstrates how students think

Importance of Portfolios For TeachersHighlights performance-based activities over year Provides a

framework for organizing students work Encourages collaboration withstudents, parents, and teachers Showcases an ongoing curriculumFacilitates student information for decision making

Importance of Portfolios For Parents

Offer insight into what their children do in school Facilitatescommunication between home and school Gives the parents an opportunityto react to what their child is doing in school and to their developmentShows parents how to make a portfolio so they may do one at home at thesame time

Importance of Portfolios For Administrators

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Provides evidence that teacher/school goals are being met Showsgrowth of students and teachers Provides data from various sources

What do portfolios contain? Three basic models: Showcase model,consisting of work samples chosen by the student. Descriptive model,

consisting of representative work of the student, with no attempt atevaluation. Evaluative model, consisting of representative products thathave been evaluated by criteria.

Disadvantages of Portfolio Require more time for faculty to evaluatethan test or simple-sample assessment. Require students to compile theirown work, usually outside of class. Do not easily demonstrate lower-levelthinking, such as recall of knowledge. May threaten students who limit theirlearning to cramming for doing it at the last minute.

Teachers and administrators have been making a move from

traditional paper-and-pencil type tests to alternate forms of assessment.Teacher observation, projects, essays, and other more creative ways ofevaluating student achievement have gained a larger following within theclassroom. Although its use has declined, one type of assessment tool thatcan be used very effectively is the student portfolio. Portfolios remain quitepopular in education coursework and with administrators evaluating seniorteachers. Why, then, do so many classroom teachers forego the use ofportfolios as assessment tools?

One reason might be that the portfolio is a very subjective form ofassessment. For anyone uncomfortable without a grading key or answer

sheet, subjective evaluation can be a scary task. Secondly, teachers oftenare unsure themselves of the purpose of a portfolio and its uses in theclassroom. Third, there is a question of how the portfolio can be mosteffectively used to assess student learning.

The following suggestions will help you come to terms with those threefactors and allow you to utilize student portfolios to evaluate the learningoccurring in your classroom.

Set a goal, or purpose, for the portfolio. Your goal should be tied to how youplan to use the portfolio. Do you want to see student improvement over the

long term or a mastery of a specific set of skills? Is it important for you tosee the scope of student learning over time or do you merely want to collectsamples of student work to pass along to the next teacher? Are you lookingfor a concrete way to show parents the amount of work completed and theirchilds improvement over time? Take some time to think about what kind ofdata you want to collect and how you plan to use it.

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RubricIt is a scoring guide that seeks to evaluate a students performance

based on the sum of a full range of criteria rather than a single numerical

score. It is a working guide for students and teachers, usually handed outbefore the assignment begins in order to get students to think about thecriteria on which their work will be judged.

Rubrics are scoring criteria for Free-response Questions Scientificreports Oral or Power point presentations Reflections/Journals EssayLaboratory-based performance tests Article review or reactions PortfoliosMany othersOpen-ended Question

Assessment purposes To improve the reliability of scoring written assignments and oral

presentations To convey goals and performance expectations of students in anunambiguousway To convey grading standards or point values and relate them toperformance goals To engage students in critical evaluation of their own performanceTeaching goalsStudent learning outcomes Communicating about the discipline in a variety of ways Improve writing skills

The quality of reasoning and logic increasesInstructor teaching outcomes Gather a variety of data about students understanding and performance

Rubrics Identify the areas of the assignment being evaluated

Indicate the point value for each area

Indicate which standards the assignment is addressing

Describe what constitutes performance that is a) above standard, b)at standard, and c) below standard (which may be further classified asdeveloping and unacceptable)

NOTE: The performance categories generally correspond to theRegistrars grading scale:

1. Above standard: A, A+ (3.8-4.0 or 92.5-100)

2. At standard: B, B+, A- (3.0-3.7 or 82.5-92.4))

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http://www.hunter.cuny.edu/school-of-education/ncate-accreditation/repository/files/Grades%20WEB.pdfhttp://www.hunter.cuny.edu/school-of-education/ncate-accreditation/repository/files/Grades%20WEB.pdf


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3. Developing: C, C+, B- (2.0-2.9 or 70.0-82.4)

4. Unacceptable: below C (below 2.0 or below 70.0)

Concept MappingIt requires students to explore links between two or more related

concepts. When making concept maps, they clarify in their minds the linksthey have made of the concepts and having visual representation of theselinks, they are better able to rearrange of form new links when newconcepts are introduced.

What is a concept map?A concept map is a diagram of nodes containing concept labels that

are linked togetherwith labeled directional lines. The concept nodes are arranged inhierarchical levels thatmove from general to specific concepts.

Why use concept maps?

Concept maps assess how well students see the big picture. Theyhave been used forover 25 years to provide a useful and visually appealing way of illustratingstudents

conceptual knowledge.

Assessment purposes To investigate how well students understand the correct connections

amongconcepts in a subject

To document the nature and frequency of students misconceptions To capture the development of students ideas over time

Teaching goalsStudent learning outcomes

Learn terms, facts, and concepts of this subject Organize information into meaningful categories Synthesize and integrate information, ideas, and concepts Think about the big picture and see connections among concepts Think creatively about the subject Improve long-term memory skills for accessible knowledge Develop higher-level thinking skills, strategies, and habits

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Use graphics effectively

Instructor teaching outcomes Gain insight into the way students view a scientific topic Examine the valid understandings and misconceptions students hold

Assess the structural complexity of the relationships students depict

Laboratory PerformanceIn this format students and teachers know the requirements in

advance and prepare them. The teacher judges the student performancewithin a specific time frame and setting. Students are rated on appropriateand effective use of laboratory equipment, measuring tools, and safetylaboratory procedures as well as a hands-on designing of an investigation.

Inventories Diagnostic Inventories:

Student responses to a series of questions or statements in any field,either verbally or in writing. These responses may indicate an ability orinterest in a particular field. Interest Inventories: student responses toquestions designed to find out past experience and or current interest in atopic, subject or activity.

Classroom Assessment Presentation :a presentation by one student or by a group of students to

demonstrate the skills used in the completion of an activity or theacquisition of curricular outcomes/expectations. The presentation can takethe form of a skit, lecture, lab presentation, debate etc. Computers can also

be used for presentation when using such software as Hyperstudio,Powerpoint or Corel presentations. Peer Evaluation : judgments by studentsabout one anothers performance relative to stated criteria and programoutcomes

Journal AssessmentThis refer to students ongoing record of expressions experiences and

reflections on a given topic. There are two types: one in which studentswrite with minimal direction what he/she is thinking and or feeling and theother requires students to compete a specific written assignment andestablishes restrictions and guidelines necessary to accurately accomplish

the assignment. Journals can evolve different types of reflecting writing,drawing, painting, and role playing.

REFLECTIVE JOURNAL What did I learn? How do I feel about it?What happened?

SYNTHESIS JOURNAL How I can Use It? What I learned? What IDid?

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SPECULATION ABOUT EFFECTS JOURNAL What could happenbecause of this? What happened?

Other Assessment Tool Options Pros Cons

Problem Solving Exercises

Direct & Formative and/or Summative

displaysanalyticalandsyntheticthinking well

authentic ifreal-worldsituationsare used

difficult tograde due tomultiplemethods andpotentialmultiplesolutions(usea rubric tonegate "con")

Case Study


displaysanalyticalandsyntheticthinking well

connectsotherknowledge

to topic

creating thecase is timeconsuming

dependentupon studentknowledgefrom multipleareas

Student-Created Flowchart or DiagramAssignment


displaysoriginalsyntheticthinking onthe part ofthe student

good way todisplay high-

levelthinking andarticulationabilities

more difficultto grade,requiring achecklist orrubric for avariety ofdifferentanswers

difficult forsome studentsto do on thespot

Standardized Cognitive Tests comparablebetween

heavilydependent on

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Direct & Formative and/or Summative students

developedandmeasurednationally todeterminethe level oflearning in aspecific fieldof study

exposure totopics on test

requirescontrolledconditions

Checklists


very usefulfor skills or

performances

studentsknow exactlywhat ismissing

can minimizelarge picture

andinterrelatedness

evaluationfeedback isbasically ayes/no without detail

Reflective self- assessment Essay

Direct and/or indirect &Summative

provides

invaluableability toevaluateaffectivegrowth instudents

must use

evidence tosupportconclusions,not just self-opinionatedassessments

Student Surveys or Interviews

Indirect & Summative

promptsreflectionandmetacognitio

n in students

need a largesample sizeand goodreturn rate to

get accurateresults

Pre-Test/Post-TestEvaluations(Variation): Videotape can be usedfor assessment in theatre, music, art, and speechcommunication

monitorstudentprogression

faculty mustagree toprotocol

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Direct & Formative and/or Summative and learning

useful fordeterminingwhere skillsandknowledgedeficienciesexist andwhere theymostfrequentlydevelop

more timeconsuming forstudents

specificprogressthroughoutthe term is notavailable

Multiple Choice Exam Direct & Formative and/orSummative easy tograde

objective

alignsspecificallywith learningoutcomes

reducesassessment tomultiplechoiceanswers

CONCLUSIONA fair assessment is one in which students are given equitable

opportunities to demonstrate what they know and can do. Classroomassessment is not only for grading or ranking purposes. Its goal is to informinstruction by providing teachers with information to help them make goodeducational decisions. Assessment is integrated with students day-to-day

learning experiences rather than a series of an end-of-course tests.Why link assessment with instruction? Better assessment meansbetter teaching. Better teaching means better learning . Better learningmeans better students. Better students mean better opportunities for abetter life.

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RECCOMENDATION

Specific assessment tools, listed below, are strongly recommended tofaculty and department heads for their ability to provide useful informationfor accountability and, more importantly, to foster dialogue to improve

student learning within courses. These three assessment tools are stronglyrecommended because they are concise and effective direct evaluations asopposed to indirect evaluations. Direct evaluations can be both formative(the gathering of information about student learning during the progressionof a course or program, usually repeatedly, to improve the learning of thosestudents) and summative (the gathering of information at the conclusion ofthe course, program or undergraduate career to improve learning or tomeet accountability demands.)

1. Rubrics: These are the most flexible types of direct assessments and canbe used to score any product or performance such as essays, portfolios, skill

performances, oral exams, debates, project/product creation, oralpresentations or a students body of work over the course of a semester.Since we are talking about assessing official course learning outcomesthat are stated in course documents, all faculty teaching that course mustagree on a detailed scoring system that delineates criteria used todiscriminate among levels and is used for scoring a common assignment,product or performance or set of assignments, products or performances.Information can be obtained from the course documents assignment andevaluation pages to help guide the creation of the rubric.Pros:

Defines clear expectations.

Can be used to score many kinds of assignments or exams Faculty define standards and criteria and how they will be applied

Cons: Faculty must agree on how to define standards and criteria and how

they will be applied

2. Common Final Exam or Common Capstone Project: These directassessment methods integrate knowledge, concepts and skills associatedwith an entire sequence of study in a course. Either use the same finalexam for all sections offered in a course (commercially

produced/standardized test or locally developed final exam) or require aculminating final project that is similar (using the same grading rubric toevaluate).Pros:

Good method to measure growth over time with regard to a course Cumulative The data is more robust if all students complete the same assessment

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Provides an additional buffer between student learning performanceand an individual instructors teaching performance

Cons: Focus and breadth of assessment are important Understanding all of the variables to produce assessment results is

also important May result in additional course requirements Requires coordination and agreement on standards

3. Embedded Test Questions: Embed the same agreed upon questions thatrelate to the courses student learning outcomes into the final exam for allsections of the course and analyze those results and/or embed the sameagreed-upon requirements into the final project/assignment for all sectionsof the course and analyze those results.Pros:

Good method to measure growth over time with regards to a course Cumulative The data is more robust if all students complete the same assessment Provides an additional buffer between student learning performance

and an individual instructors teaching performance Embedded questions can be reported as an aggregate

Cons: May result in additional course requirements Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult

to compare and analyze Separate analysis of embedded set of questions is required

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VII. REFERENCES

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: Ahandbook forcollege teachers (2nd ed.). San Francisco: Jossey-Bass Publishers.

Austin, L. B., & Shore, B. M. (1995). Using concept mapping for assessmentin physics.Physics Education, 30(1): 41-45.

Kulm, G., & Malcom, S. M. (1991). Science assessment in the service of

reform.American Association for the Advancement of Science. Washington, D. C.

Shavelson, R. J., Baxter, G. P., & Pine, J. (1991). Performance assessment inscience.Applied Measurement in Education, 4(4): 347.

Slater, T. F., & Ryan, J. M. (1993). Laboratory performance assessment. ThePhysicsTeacher, 31(5): 306-309.

Tobias, S., & Raphael, J. (1995). In-class examinations in college science new theory,new practice.Journal of College Science Teaching, 24(4): 240-244.

Fulks, Janet, Assessing Student Learning in Community Colleges,

Bakersfield College, 2004

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The Art and Craft of College Teaching: A Guide for New Professors andGraduate Students, Robert Rotenberg, Active Learning Books, Chicago, IL,2005.

An Assessment Framework For the Community College: Measuring Student

Learning and Achievement as a Means of Demonstrating InstitutionalEffectiveness , The League for Innovation and QuestionMark, 2004.

Classroom Assessment Techniques: A Handbook for College Teachers,Thomas A. Angelo and K. Patricia Cross, Jossey-Bass, 2nd Ed

http://www.ccac.edu/default.aspx?id=151006

http://www.slideshare.net/armovil/assessment-of-student-learning?

from_search=2

http://www.league.org/publication/whitepapers/0804.html

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q=ASSESSMENT+TOOLS+PPT&rlz=2C1GTPM_enPH0537PH0537&aq=f&oq=

assessment+tools+&aqs=chrome.0.59j57j61j60l2j0.3437j0&sourceid=chro

me&ie=UTF-8

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Assessment Tools and Evaluation for College Teaching