Developing a Purposeful & Robust Assessment System for

Multi-section Courses

Drs. Jessica Midraj and Sadiq MidrajZayed University

Why are grades important?Learning is the most important goal in education.Educational assessment communicates to

learners and other stakeholders how well students achieve the stated learning outcomes of a particular course/program.

Grades are powerful and can be used for a multitude of purposes:curriculum and instruction developmentdetermine eligibility

for scholarships for honors recognition into particular majors into graduate schools

by future employers

PurposeTo highlight ways in which programs can adhere to aspects of quality (validity, reliability, equity, etc.) assessment systems with multi-section courses and multiple teachers implementing common learning outcomes by drawing on research and practical experience from Zayed University’s setting to frame recommended assessment measures.

Samples of mulit-section course assessment procedures

1. University of Manitoba “all multi-sectioned courses are not necessarily identical in

every aspect, nor should they be. There are always differences in teaching style and approaches to subject matter. Care should be taken, however, by Deans, Directors, Department Heads and Instructors to ensure that students do not receive significantly different treatment.”

review of course outlines for comparability of material, assignments, assessments, and evaluation procedures contributing to the final grade

review and approval of final grades prior to submission

(University of Manitoba, 2008)

Samples of mulit-section course assessment procedures

2. University of Illinois:“To promote fairness and equality, the

following conditions might be established ….”Similar number and type of grading

components with equivalent content measured and level of difficulty

Similar grading standardsConsistent evaluation procedures

(University of Illinois Center for Innovation in Teaching and Learning, 2009)

Samples of mulit-section course assessment procedures

3. Tulane University (School of Science and Engineering, Department of Math):

“The general principle is that a multi-section course is considered as several sections of the same course.”A coordinator is assigned to each course.Instructors are permitted to have their “own way to

approach the material”Final grades are decided by course instructorsCommon final exam worth at least 30%Common grading of the final exam

(Tulane University Mathematics Department, 2011)

Samples of mulit-section course assessment procedures

4. University of Victoria (Mathematics and Statistics):

“it is unfair for a class to be punished (or rewarded) as a result of the philosophy used when delivering the course.”

Therefore, “we use the common final exam to determine what letter grades are given to students in a Section.”

A quota system is used. For example: Based on the Section's performance on the common final exam, the Section is given a quota of each letter grade (e.g. 4 A+, 6 A, 5 A-, 9 B+, etc.).  

(University of Victoria Department of Mathematics and Statistics, n.d.)

Where are you?

1Instructor Freedom

2Recommended areas of consistency

3Minimal %

allocated for common

assessments

4Grades

determined by common assessments

Where is ZU on the continuum?Program 1 (ABP)- 3.75

Approximately 80% of the grade is commonAll students need a minimum IELTS score

Program 2 (COE)- 3

How did we get there?

ABP’s BackgroundFoundation program’s purpose:

to “bring students English language skills to a high level so that they can be successful when they enter University College and the baccalaureate program” and “develop students' academic skills, increase their ability to use and incorporate technology in their learning and widen their general knowledge base”

 Courses

Four 20-hour/week semester length courses- High Beginner Low Intermediate Intermediate High Intermediate

All multi-section courses operating on two campuses

Program Development CycleABP Vision and

Mission

Curriculum and Teaching

Philosophy

Assessment Philosophy and

Structure

Internal Review and Revision

External Review and Revision

Implementation

Systematic Review

Program 1 (ABP)-Questions asked

How can we ensure that the grades that students earn are valid and reliable across common courses?

How can we build an assessment system that treats learners fairly? In other words, how can we ensure that the student who earns an “S” in Teacher X’s class would also earn an “S” in Teacher Y’s class for producing the same level of work.

Assessment Philosophy and StructureA-Develop a philosophy of assessment

Based on curricular outcomesEssential components of our educational

assessment system are purposeful and robustfair and transparentpracticalprovide an appropriate balance of assessment

practices that yields the most valid and reliable information about students’ learning

have a positive washback into the classroom

Assessment Philosophy and StructureB-Develop overall assessment

structure considering types, weighting, etc.

Common Core(Level Determined) 35% Listening (9%) Reading (9%) Writing (9%) Integrated-skills project (8%)

Coursework Core(Teacher Determined) 20% Speaking (5%) Vocabulary (5%) Grammar (5%) Other Assignments (5%)

Final Exams 45% Accuracy (6%) Listening (13%) Reading (13%) Writing (13%)

Assessment Philosophy and Structure

C-Develop the procedures for common assessment construction and development

New assessment created using specifications

New assessment piloted/reviewed by level

New assessment modified & prepared for live administration

Assessment Philosophy and StructureAssessment

administered

Statistics/feedback reviewed

Official scores released

Assessment reviewed & revised based on curriculum/feedback/statistics

Level Coordinators/Assessment Team review

Assessment prepared for

administration

Assessment Philosophy and StructureD-Monitor assessment system

feedback from faculty, administration, and students

data from databasecreation of assessment handbooks yearly

Program 2 - COE

Assignments

Grading

System

Learning Outcomes

Course

LOs

MALOs

ZULOs 

NAEYC 

TESOL

Assignment 1: Midterm 

20% 1, 2, 3 PK    4b, 5a  1b1

Assignment 2: Case Study 

20% 3, 4 PK  CTQR  3b, 4d

1b1, 3c1, 4a2

Assignment 3: Portfolio & Journal Entries  

20% 2, 3 CR    5a 3b2, 3c1

Assignment 4: In Class (Presentation; and specific tasks)  

15% 2, 3 CR    5a 1b1, 3b2, 3c1, 4a2

Assignment 5: Final  

25% 1, 2, 3 PK    3a, 4b, 4c, 5a

 1b1

Discussion

different ways to structure assessment systems

role of assessment in ensuring common learning outcomes are met

impact of structured assessment systems

Conclusion & RecommendationsAdopt a theoretical assessment framework based

reputable and contextually relevant practices.Create effective educational assessment systems that

are research-based-- valid, reliable, appropriate, pragmatic, transparent, coherent, comprehensive, and continuous.

Align assessment to international, national, institutional, and program standards and learning outcomes.

Plan an ongoing assessment review cycle:“When grading policies and practices are carefully formulated and reviewed periodically, they can serve well the many purposes for which they are used.” (University of Illinois Center for Innovation in Teaching and Learning, 2009)

Selected Bibliography Inbar-Lourie, O. (2008). Constructing a language assessment

knowledge base: A focus on language assessment courses. Language Testing, Volume 25, Issue 3, pp. 385 - 402

Kabouridis, G. & and Link, D. (2001). Quality assessment of continuing education short courses. Quality Assurance in Education, ISSN 0968-4883, Volume 9, Issue 2, pp. 103 – 109.

National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy of Sciences.

Tulane University Mathematics Department. (2011). Multi-Section Courses. Retrieved March 10, 2015, from http://tulane.edu/sse/math/academics/undergraduates/multi-section-courses.cfm

University of Illinois Center for Innovation in Teaching and Learning. (2009). Assigning Course Grades. Retrieved March 10, 2015, from http://cte.illinois.edu/testing/exam/course_grades.html

University of Manitoba. (2008, January 1). Governing Documents: Academic. Policy: Multi-sectioned courses. Retrieved March 10, 2015, from http://umanitoba.ca/admin/governance/governing_documents/academic/362.html

University of Victoria Department of Mathematics and Statistics (n.d.). Multi-Section Grading Policy. Retrieved March 10, 2015, from http://www.math.uvic.ca/undergrad/grading.html

Thank you