Kurikulum Grade vs Evaluation

8/17/2019 Kurikulum Grade vs Evaluation

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Course Assessment 1

Running Head: INTEGRATIVE COURSE ASSESSMENT

Course Assessment:

Deveo!ing and Assessing Assessa"e O"#e$tives

"% Using An Integrative Assessment Mode

Randa E& Os"orne

Sout'(est Te)as State Universit%

*ater +& *agor

Indiana Universit% East


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Course Assessment ,

Course Assessment:

Deveo!ing and Assessing Assessa"e O"#e$tives

"% Using An Integrative Assessment Mode

E--orts aimed at im!roving tea$'ing and earning o-ten re-e$t t'e !rin$i!es

outined in t'e "rie- arti$e "% C'i$.ering and Gamson /1023 t'at a!!eared in t'e AAHE

Bulletin tited 4Seven 5rin$i!es -or Good 5ra$ti$e in Undergraduate Edu$ation&6 7ased

on over 89 %ears o- edu$ationa resear$' t'ese !rin$i!es !rovide guideines -or

im!roving tea$'ing and earning in our $oeges and universities& T'ree o- t'ese

!rin$i!es are !arti$uar% a!!ro!riate -or our $urrent dis$ussion and state t'at good

!ra$ti$e in undergraduate edu$ation uses a$tive earning te$'ni;ues< $ommuni$ates 'ig'

e)!e$tations< and gives !rom!t -eed"a$.& Good earning invoves more t'an memori=ing

a set o- -a$ts& Good earning o$$urs as students t'in. a"out s!ea. a"out (rite a"out and

a!!% ('at t'e% are earning& +urt'ermore good !ra$ti$e sets a!!ro!riate goas -or

su$$ess-u earning $'aenging students (it' $ear statements o- ('at is e)!e$ted o-

t'em& +ina% students need a!!ro!riate and time% -eed"a$. on t'eir !er-orman$e& T'is

!rin$i!e in$udes "ot' -re;uent o!!ortunities to !ra$ti$e and !er-orm ('at t'e% are

earning as (e as suggestions -or im!rovement aong t'e (a%&

Simiar $on$usions are aso dra(n -rom t'e assessment iterature& +or e)am!e

t'e Ameri$an Asso$iation -or Hig'er Edu$ation /100>3 suggested nine !rin$i!es o- good

!ra$ti$e -or assessing student earning& Among t'e !rin$i!es (ere:

• Assessment is most e--e$tive ('en it re-e$ts an understanding o- earning

as mutidimensiona integrated and reveaed in !er-orman$e over time&


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Course Assessment ?

• Assessment (or.s "est ('en t'e !rograms it see.s to im!rove 'ave

$ear

e)!i$it% stated !ur!oses&

• Assessment re;uires attention to out$omes "ut aso and e;ua% to t'e

e)!erien$es t'at ead to t'ose out$omes&

• Assessment (or.s "est ('en it is ongoing not e!isodi$&

Rogers /10013 argued t'at su$$ess-u assessment de!ends on -a$ut% de-ining

reasona"e e)!e$tations -or students& T'roug' $urri$ua and individua $ourses -a$ut%

need to !rovide guidan$e to students on t'e e)!e$ted out$omes o- t'eir earning&

Assessment $an t'en serve as a -orm o- -eed"a$. to im!rove "ot' tea$'ing and earning&

/See aso 7anta 100? and 7anta et a& 100> -or e)am!es o- t'e AAHE !rin$i!es in

!ra$ti$e&3

Con-usion in Terminoog%

Grading Versus Evaluation

*e "egin (it' t'e !otentia% $ontroversia notion t'at grading is not ne$essari%

-ormative assessment& Grading is evauation& Ho(ever grading t'at is "ased on ;uait%

-ormative assessments $an ead to evauation& T'e t(o terms are not sim!% t(o (a%s o-

sa%ing t'e same t'ing& To iustrate t'is !oint et us ta.e an e)am!e& Imagine t'at %ou

'ave t(o students one ('o re$eived an 4A6 on an assignment and one ('o re$eived a

4C&6 *'at do (e .no( a"out t'ese students and t'eir earning@ Do (e .no( ('at t'e%

earned@ Do (e .no( ('at t'e% did not earn@ I- t'e% "ot' re$eived 4Cs6 $oud (e

assume t'e% "ot' earned t'e same amount or t'at t'e% earned t'e same t'ings@


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Course Assessment B

*avood and Anderson /1003 argued t'at grading !ro!er% used $an !rovide t'e

t%!e o- in-ormation use-u -or im!roving tea$'ing and earning& T'e% suggested t'at a

-irst ste! in a$'ieving t'at end is to $onsider t'oug't-u% ('at %ou (ant students to

earn t'at is to deveo! $ear o"#e$tives -or student earning&

*it' $ear o"#e$tives %ou $an esta"is' -air and $ear standards and $riteria -or

student !er-orman$e& earning is im!roved as %ou su"se;uent% $onstru$t tests and

assignments t'at "ot' tea$' and test t'ose o"#e$tives o--ering -eed"a$. at numerous

!oints aong t'e (a%& At t'e 'eart o- t'eir suggestions *avood and Anderson argued to

ma.e student earning t'e !rimar% goato "e a tea$'er -irst and a gate.ee!er ast& T'e%

admonis'ed us to "e t'e gate.ee!er at t'e end o- t'e !ro$ess o- earning not at t'e

"eginning&

Formative Versus Summative Assessment

Summative assessment $an "e $onsidered assessment 4o-6 earning ('ie

-ormative assessment mig't "est "e $onsidered assessment 4-or6 earning& *'ereas

-ormative assessment -a$iitates #udgments a"out a students 4!er-orman$e6 summative

assessment !rovides #udgments a"out t'e students 4!rogress&6 A$$ording to t'e

Assessment Re-orm Grou! /10003 -ormative assessment s'oud "e $on$erned (it'

s'a!ing students !rogress to(ard mastering a set o- earning or a$'ievement o"#e$tives&

7a$. and *iiam /100a< 100"3 suggested t'at -ormative assessment is an

integra as!e$t o- $assroom (or. and t'at t'ere is am!e eviden$e t'at deveo!ing

-ormative assessment met'ods $an raise a$'ievement standards& Engaging in ongoing

/-ormative3 assessment met'ods !rovides $onsistent -eed"a$. -or "ot' student and -a$ut%

mem"er a"out !er-orman$e& In addition t'e -eed"a$. is s!e$i-i$ enoug' /.no(ing


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Course Assessment 8

e)a$t% ('at $on$e!ts students miss and at ('at eve3 t'at areas -or im!rovement and

met'ods -or im!rovement are more o"vious&

+ormative assessment is im!ortant -or a m%riad o- reasons in$uding: /13

em!o(ering students to ta.e a!!ro!riate a$tion /,3 ao(ing -or instru$tors to ad#ust

('at t'e% are doing in a time% -as'ion /?3 assisting students in .no(ing ('at t'e% do

and do not .no( and /B3 .ee!ing di--eren$es in -a$ut% and student !er$e!tions o-

earning -rom inter-ering (it' t'at earning& In $ontrast summative assessment

im!ortant -or overa $ourse assessment /gate .ee!ing3 and -or !rogram assessment does

not usua% !rovide in-ormation t'at is time% enoug' to ao( t'e individua student to

ad#ust ('at t'e% are earning and doing ('ie t'e $ourse is sti in session&

T'e Me$'ani$s o- Assessment

A$$ording to 7a$. and *iiam /100"3 t'e !ra$ti$e o- ever%da% assessment in

$ourses is 4"eset (it' !ro"ems and s'ort$omings6 /!& ?3& T'e% $ategori=e t'ese

di--i$uties into t'ree issues: /13 'o( to !romote and assess a!!ro!riate eves o- earning<

/,3 'o( to minimi=e negative im!a$t -rom assessment e)!erien$es and /?3 'o( to

manage meaning-u assessment !ro$esses&&

Promoting Higher Levels of Learning

One o- our students on$e "roug't in a !a!er -rom anot'er $ass in ('i$' t'e

instru$tor 'ad (ritten in red in. t'e -oo(ing margina $omment: 4Dont te me ('at

%ou t'in. te me ('at I tod %ou to .no(&6 T'e student 'ad $on$uded 4not on% 'ave I

not "een en$ouraged to t'in. $riti$a% "e-ore I 'ave "een a$tive% !unis'ed -or it&6 T'e

students e)!erien$e iustrates -air% o(eve o"#e$tives -or student earning&


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Course Assessment >

7en#amin 7oom and 'is $oeagues /108>3 ma% 'ave "een among t'e -irst to

arti$uate a -rame(or. to assist students to move "e%ond re$itation o- -a$t and to !romote

student (or. and assessment met'ods t'at move -urt'er aong t'e $ognitive $ontinuum&

7ooms ta)onom% ('i$' distinguis'ed o(er and 'ig'erorder $ognitive !ro$esses

!rovides a use-u -rame(or. around ('i$' to "uid an assessment $onversation&

Traditiona met'ods -or assessing student earning t%!i$a% invove t'e sim!est eves o-

$ognitive understanding /remem"ering and $om!re'ending3 ('ie ignoring more

so!'isti$ated measures o- $ognitive !rogress /evauating and $reating3& *e a$.no(edge

t'at 7ooms ta)onom%and rat'(o's /,99,3 retooing o- t'e mode t'at (e a$tua%

use 'ere in Ta"e 1is sim!% one met'od among man% t'at $oud "e used as a

-rame(or. -or $onstru$ting an assessment mode& *e use it 'ere main% "e$ause it is so

(ide% .no(n&

O!tima assessment strategies -or 'ig'er order $ognitive s.is s'oud re;uire

students to demonstrate an understanding o- t'e materia or $on$e!t at t'e eve e)!e$ted&

7e$ause t'ese assessments are -ormative !ra$ti$e is essentia /e&g& 7a$. F *iiam

100a3& T'ere-ore -eed"a$. s'oud identi-% t'e degree to ('i$' t'e (or. did or did not

a$$om!is' t'e o"#e$tive so aong (it' su--i$ient detai su$' t'at students $an 4-i in t'e

ga!s6 ne)t time&

Minimizing Negative Ima!t

One !arti$uar% reevant s'ort$oming outined "% 7a$. and *iiam in ever%da%

assessment is t'at assessors usua% mar. (or. $ons$ientious% "ut ma% o--er itte or no

guidan$e on 'o( (or. $an "e im!roved ('i$' t'e% re-erred to as 4negative im!a$t&6


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Course Assessment 2

Grading $an em!'asi=e t'e $om!arison o- students !er-orman$es su$' t'at

student internai=e t'e $om!etition -or grades "ut not t'e goas o- earning /e&g& Os"orne

100>3& I- students internai=e gradesrat'er t'an vauing ('at t'e% 'ave earned and t'e

eve at ('i$' t'e% 'ave earned itt'ere is itte in$entive to a!!% t'at materia to t'e

resoution o- issues andor !ro"ems outside t'e $assroom&

In an intriguing "oo. Covington /100,3 dis$usses t'e 4$risis6 in t'e $urrent

edu$ationa s%stem in Ameri$a& In $ontrast to some ('o suggest t'at t'e $risis in t'e

Ameri$an edu$ationa s%stem is one o- 4$ontent6 Covington suggests t'at t'e $risis is

one o- 4e--ort&6 T'e em!'asis on grades and mar.ing rat'er t'an earning and assessment

!rom!ts students to (or. -or t'e grade& Com!etition -osters t'e notion t'at on% t'ose

(it' t'e 'ig'est s$ores 'ave earned an%t'ing& T'ose ('o are ess i.e% to su$$eed at t'e

'ig'est eves $onse;uent% are not motivated to tr%& I- an%t'ing ess t'an !er-e$t is a

-aiure and %ou do not "eieve %ou $an do somet'ing !er-e$t% ('at is t'e motivation to

tr%@ I- students tr% rea% 'ard and -ai it (oud a!!ear to "e due to a$. o- a"iit%& I-

'o(ever t'ose same students did not tr% and sti -aied t'e% $oud "ame a$. o- e--ort

and t'ere"% (oud not 'ave to internai=e t'at -aiure&

Managing Meaningful Assessment Pro!esses

T'e -ina issue mentioned "% 7a$. and *iiam invoves t'e 4manageria6 roe o-

most assessments& Rat'er t'an using assessment as an o!!ortunit% to re$ogni=e !rogress

and deineate a !at' -or im!rovement tea$'ers ma% "e$ome !reo$$u!ied (it' and

distra$ted "% grading as a tas. inando-itse-& Some tea$'ers -or e)am!e ma% "eieve

t'at t'e% are tru% assessing student understanding "% assigning a grade and ma.ing


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Course Assessment

notations in a grade "oo. (it'out 'aving given mu$' $onsideration to t'e gro(t'

o!!ortunities t'at -ormative assessments !rovide&

T(o +ormative Assessment S%stems

T'e more an assessment s%stem -o$uses on grades rat'er t'an $ognitive eves and

!rogress in earning t'e more i.e% it is to -a !re% to t'e t'ree issues outined "% 7a$.

and *iiam& *e $ontend t'at t'ere are some reative% sim!e strategies t'at edu$ators

$an ado!t to !rodu$e satis-%ing assessment out$omes& *e (i e)amine t(o a!!roa$'es:

t'e Intera$tive +ormative Assessment Mode /Co(ie F 7e 10003 and t'e Integrative

Mode o- our design& *e outine t'e rationae -or su$' assessment strategies deineate

t'e im!ortan$e o- -o$using on assessment in a -ormative sense and grading in a

summative sense and !rovide a $ognitive -rame(or. around ('i$' (e $an "uid our

-ormative assessment met'ods&

Intera!tive Formative Assessment Model

Co(ie and 7e /10003 arti$uated a mode o- -ormative assessment t'at

di--erentiates "et(een 4!anned6 and 4intera$tive6 -ormative assessment& 5anned

-ormative assessment invoves met'ods t'at edu$ators deveo! aong (it' t'e $ourse to

4ei$it6 in-ormation a$tions s.is et$& -rom students& 7ut a$$ording to Co(ie and 7e

'ig' ;uait% assessment aso needs to 'ave a s!ontaneous ;uait%& T'at is t'e essen$e o-

Intera$tive +ormative Assessment& *it' t'is -orm o- assessment -a$ut% mem"ers

monitor student !er-orman$e (it' t'e intention o- noti$ing or re$ogni=ing desired s.is

a$tions and .no(edge& In addition 5anned +ormative Assessment is more ongterm

and -o$used on t'e $urri$uum< Intera$tive +ormative Assessment o$$urs in a s'orter time

-rame and is more student -o$used& Tru% -ormative assessment t'en ma% need to


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Course Assessment 0

in$or!orate "ot' o- t'ese as!e$ts o- assessment& *e "eieve t'e Intera$tive +ormative

Assessment mode serves as a good in. "et(een more !rimitive -orms o- assessment

/e&g& grading3 and t'e integrative mode t'at (e !ro!ose&

An Integrative Mode -or Course Assessment

As an%one ('o 'as attem!ted to im!ement an assessment !rogram $an attest

moving -a$ut% -rom t'e dis$ussion !'ase o- assessment to t'e im!ementation !'ase is

;uite $'aenging& 5art o- t'e $'aenge resuts -rom t'e di--i$ut% in -o$using t'e

dis$ussion do(n to a eve t'at -a$iitates "ot' !re$ise de-initions o- ('at is e)!e$ted

/e&g& *'at s'oud a student "e a"e to demonstrate and at ('at eve@3 and 'o( t'ings

(i "e measured /e&g& Ho( do (e assess students to determine i- t'e% $an demonstrate

t'e e)!e$ted out$omes at t'e eves (e desire@3& *e re$ommend t'in.ing a"out

assessment as an integrative !ro$ess& 7% deineating ('at is e)!e$ted o- students

determining ('at data one needs to gat'er and ma.ing de$isions a"out t'e degree to

('i$' students 'ave or 'ave not met s!e$i-i$ assessment goas t'e assessment !ro$ess

"e$omes "ot' a$tive and integrated&

T'e integrative mode (e !ro!ose $onsiders -ormative assessment to "e a -ive

ste! !ro$ess: /13 de-ining o"#e$tives /or out$ome goas3< /,3 de$iding ('at assessment

met'ods to use /or deveo!3 t'at -o$us on t'ose o"#e$tives /and t'e eve o- e)!e$tation

in'erent (it'in t'ose o"#e$tives< /?3 detaiing assessment goas to students< /B3

dis$overing 'o( students are !rogressing on t'e desired o"#e$tives /are t'e% rea$'ing our

goas@3 to !rovide -eed"a$. to students a"out t'eir !rogress< and /83 determining i- t'e

gat'ered assessment data suggests t'at time% $'anges need to "e made& T'ese -ive ste!s

are des$ri"ed in more detai in t'e ta"e "eo(&


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Course Assessment 19

A sim!e e)am!e $an "e used to iustrate t'e mode& Man% -a$ut% 'ave o(er

order .no(edge e)!e$tations -or students /(e (ant t'em to 4remem"er6 $ertain t'ings3&

5er'a!s t'e earning o"#e$tive states t'at students (i "e a"e to 4generate an a$$urate

de-inition o- !s%$'oog%&6 T'e o"#e$tive 'as aread% "een 4de-ined&6 T'e ne)t ste! is to

4de$ide6 ('at assessment met'od to use& In t'e $ase o- t'is t%!e o- o"#e$tive a

straig't-or(ard ;uestion (oud su--i$e& Students $oud "e as.ed on an e)am -or

e)am!e to generate an a$$urate de-inition o- 45s%$'oog%&6

T'e (ording o- t'e o"#e$tive aso 'e!s one a$$om!is' t'e t'ird ste! o-

4detaiing6 assessment e)!e$tations to students& Students .no( t'at t'e% are e)!e$ted to

"e a"e to 4generate an a$$urate de-inition o- !s%$'oog%&6 T'e -ourt' ste! is a "it more

$om!i$ated "e$ause 4dis$overing6 'o( students are doing re;uires t'at (e 'ave a $ear

idea o- ('at a su$$ess-u ans(er to t'e ;uestion (oud entai& ets sa% t'at (e 'ave

de$ided t'at an a$$urate de-inition o- 5s%$'oog% is 4t'e s$ienti-i$ stud% o- "e'avior and

menta !ro$esses&6 An a$$e!ta"e de-inition t'en (oud entai students stating t'at

!s%$'oog% is 4s$ienti-i$6 and studies 4"e'avior6 and 4menta !ro$esses&6 I- our goa is

t'at 28 o- our students (i generate t'is a$$urate de-inition and t'e% $an t'en itte

ese needs to "e done& I- 'o(ever (e 4determine6 t'at students are not a$'ieving at our

desired eve (e must determine ('at $'anges to ma.e in t'e $ourse to attem!t to re$ti-%

t'at de-i$ien$%&

T'e integrative mode $an aso "e used to assess more di--i$ut o"#e$tives t'at are

not readi% ;uanti-ia"e& Consider t'e -oo(ing o"#e$tive t'at is -air% $ommon on

Introdu$tion to 5s%$'oog% $ourse s%a"i: 4students (i gain an a!!re$iation -or

!s%$'oog% as a s$ien$e&6 *'at does it mean to 4a!!re$iate6 somet'ing@ Ho( (i (e


11/29


.no( i- students 'ave gained su$' an a!!re$iation@ T'e Ameri$an Heritage Coege

Di$tionar% /100?3 de-ines 4a!!re$iation6 as 4to admire great% to s'o( gratitude -or to

"e -u% a(are o- or to re$ogni=e t'e ;uait% or signi-i$an$e o-6 somet'ing& +urt'er

ana%sis 'o(ever ma% ead us to e)tra$t e)a$t% ('at t'is (ord mig't mean t'at $oud

in-uen$e our assessment& I- students tru% a!!re$iate !s%$'oog% as a s$ien$e t'en it

means t'e% "ot' understand !s%$'oog% and understand t'e im!i$ations o- $onsidering it

a 4s$ien$e&6 *e $an t'en $reate a more 4measura"e6 o"#e$tive t'at states 4students (i

gain an a!!re$iation o- !s%$'oog% as a s$ien$e "ased on $riti$a assessment $om!arison

and #udgment (it' ot'er s$ien$es and nons$ien$es&6

Good /assessa"e3 o"#e$tives must "e (ritten in su$' a (a% t'at t'e% are "ot'

a$tive and measura"e& Herein ies anot'er e)am!e o- t'e di--eren$e "et(een -ormative

and summative assessment& Man% times in $ourses -a$ut% .no( ('ere t'e% (ant

students to "e ('en t'e% rea$' t'e end /summative assessment3 "ut 'ave di--i$ut%

arti$uating ('at !rogress to(ard t'ose goas /-ormative assessment3 mig't oo. i.e&

Ta"e , iustrates some anguage t'at $an "e used to arti$uate !er-orman$e e)!e$tations

$ear%&

A More "omle# E#amle $sing the Integrative Model

et us ta.e anot'er e)am!e -rom t'e Introdu$tor% 5s%$'oog% $ourse to iustrate

'o( t'is mode mig't "e used to assess more $om!e) o"#e$tives& One o- t'e o"#e$tives

-or t'is $ourse mig't "e 4students (i "e a"e to des$ri"e "asi$ !s%$'oogi$a

!ers!e$tives and a!!% t'ose !ers!e$tives to rea (ord issues&6 Using t'e -iveste!

mode (e $an design a met'od -or assessing t'at o"#e$tive iustrating student !rogress

/or a$. o- !rogress3 on t'at o"#e$tive and ma.e $ourse $'anges as ne$essar%&


12/29

Course Assessment 1,

1&3 Defining *'at s.is and $a!a$ities (i students need to a$;uire -rom t'e

$ourse@ T'e (a% t'e o"#e$tive is (ritten ans(ers t'is ;uestion& Essentia% it invoves

t(o eements: /13 t'e a"iit% to des$ri"e "asi$ !s%$'oogi$a !ers!e$tives and /,3 t'e

a"iit% to a!!% t'ose !ers!e$tives to rea (ord issues&

,3 Deciding *'at eve o- e)!e$tation is t'ere -or t'e s.is and $a!a$ities

outined (it'in t'e o"#e$tive@ T'e o"#e$tive states t'at (e (ant students to "e a"e to

4des$ri"e6 t'e !ers!e$tives and 4a!!%6 t'ese !ers!e$tives in rea (ord situations& T'e

o"#e$tive /(ritten (it' 7ooms ta)onom% in mind3 assists (it' ea$' ste! o- t'e

integrative assessment mode&

?&3 Detailing *'at (i students do to demonstrate t'e s.is and $a!a$ities

outined in t'e o"#e$tive@ *e (ant students to 4des$ri"e6 and 4a!!%&6 A muti!e

$'oi$e re$ognition ;uestion on an e)am t'en (i !ro"a"% not "e su--i$ient& Instead

(e $oud in$ude an essa% ;uestion on an e)amin -a$t one o- t'e aut'ors in$udes t'e

-oo(ing ;uestion on t'e -irst and ea$' su"se;uent introdu$tor% !s%$'oog% e)am (it'

di--erent rea (ord issuest'at as.s students to:

4 Briefl% des!ri&e the ' ma(or s%!hologi!al erse!tives dis!ussed in !lass) *es!ri&e

ea!h erse!tive +its assumtions, its ma(or oints, et!)- in enough detail that someone

not ta.ing this !ourse /ould !learl% understand ea!h erse!tive) Imagine that %ou are

designing a da%!are fa!ilit%) "hoose an% t/o of the erse!tives and dis!uss /hat

suggestions ea!h /ould ma.e for /hat to in!lude or not to in!lude in %our fa!ilit%)0

*riting o"#e$tives is im!ortant and ma% "e more di--i$ut t'an is -irst t'oug't&

T'e (ording o- t'e o"#e$tive in-uen$es t'e deveo!ment o- assessment met'ods

arti$uates e)!e$tations -or students and !rovides guidan$e as %ou deveo! %our


13/29

Course Assessment 1?

evauative met'ods as (e& T'e o"#e$tive must "e (ritten at t'e eve o- %our

e)!e$tations or students ma% not .no( ('at eve to strive to(ard& At'oug' t'ere are

itera% do=ens o- des$ri!tors t'at $oud "e used at ea$' eve o- 7ooms ta)onom%

Ta"e ? ma% serve as a good starting !oint -or t'e arti$uation o- %our earning o"#e$tives&

B&3 Discovering Are t'e students meeting t'e o"#e$tive@ *e 'ave to de$ide

('at $riterion (i determine ('et'er student su$$ess or !er-orman$e on t'e o"#e$tive is

su--i$ient& T'e de$ision is t(o-od& +irst 'o( do (e assess t'e individua student on

!rogress on t'e o"#e$tive@ Se$ond 'o( do (e assess overa student !er-orman$e to

determine i- $ourse $'anges need to "e made "e-ore t'e assessment data is gat'ered

again@ 5er'a!s a s$oring ru"ri$ $oud "e $reated t'at assigns s$ores to ea$' student& *e

$an t'en 'ave an overa assessment goa t'at in-orms t'e ne)t ste! o- t'e mode& As

e)am!e $onsider t'e sam!e ru"ri$ in Ta"e B -or assessing student res!onses to t'is

;uestion&

No( t'at (e 'ave s$ores (e $an do severa t'ings& +irst (e $an !rovide

individua students (it' !re$ise -eed"a$. a"out t'e nature o- t'e s$ore and ('at (oud

need to "e done di--erent% to !er-orm "etter& Se$ond (e $an de$ide to ma.e $'anges in

t'e $ourse "ased on t'e assessment goas arti$uated -or t'at o"#e$tive& 5er'a!s (e

de$ide t'at 28 or more o- t'e students (i re$eive a s$ore o- > or 'ig'er out o- on t'is

sim!e s$oring ru"ri$ and 'ave raters use t'e -orm to assess t'e essa%s& On$e (e o"tain

su--i$ient interrater reia"iit% (e $an t'en use t'e s$ores in our assessment&

8&3 Determining *'at $'anges i- an% need to "e made i- students do not

demonstrate t'e s.is$a!a$ities -or t'at o"#e$tive at t'e arti$uated vaues@ I- (e "eieve

t'at t'e goa (as not met "e$ause students did not understand t'e !ers!e$tives (e


14/29

Course Assessment 1B

enoug' t'en t'e em!'asis mig't "e on tea$'ing t'e !ers!e$tives more $om!ete% or

!roviding more in$ass !ra$ti$e (it' deineating t'e di--eren$es "et(een t'em&

Remem"er t'e im!ortan$e o- re!etition (it' -ormative assessment& It ma% "e t'e $ase

t'at students are not demonstrating t'e eve o- understanding t'at is desired "e$ause t'e%

'ave not 'ad enoug' !ra$ti$e (it' t'e tas.& Ongoing -ormative assessment ao(s us to

gat'er in-ormation t'at ma% !oint t'is out in time -or $'anges in t'e $ourse to "e made&

Some Data7ased Con$usions A"out 5rogram Juait%

+or severa %ears t'e 5s%$'oog% De!artment at Indiana Universit% East o--ered a

$riti$a t'in.ing a" !aired (it' $ertain se$tions o- t'e Introdu$tor% 5s%$'oog% $ourse&

T'e rationae "e'ind t'e $ourse (as sim!e giving students !ra$ti$e (it' $riti$a t'in.ing

and !ro"emsoving (it'in a dis$i!ine (oud en'an$e s.is ne$essar% -or su$$ess in

$oege in terms o- $ourse grades and retention /7ro(ne F Os"orne 1003& To -a$iitate

$riti$a t'in.ing and !ro"em soving t'e de!artment deveo!ed t'e -oo(ing $ourse

t'emes: /13 $'aenging ('at is .no(n /,3 e)!oring oneKs '%!ot'eses and /?3 tr%ing to

!rove onese- (rong&

As !art o- t'e assessment o- t'e $ourse /to in-orm t'e de!artment a"out t'e

su$$ess o- t'e $ourse andor !otentia $'anges to ma.e3 students evauated $ourse

a$tivities and assignments& One !arti$uar a$tivit% (as isted "% o- t'e students as

t'e most in-uentia in iustrating t'e $riti$a t'in.ing !ro$ess& In t'is a$tivit% /See

+igure 13 -our $ards (ere !a$ed on a s'eet o- !a!er and t'en $o!ied onto an over'ead

trans!aren$%& T'e $ards /-rom e-t to rig't3 (ere:


15/29


On$e assigned to grou!s students oo.ed over t'e se;uen$e o- $ards and generated a

'%!ot'esis t'at (oud !redi$t ('at t'e ne)t severa $ards (oud "e /t'e $orre$t ans(er is

4-a$e $ard -oo(ed "% a num"ered $u"63& On$e students de$ided on ('at t'e% "eieved

t'e se;uen$e to "e (e as.ed t'em to test t'e '%!ot'esis "% teing eit'er t'e instru$tor or

one o- t'e tea$'ing assistants ('at t'e% "eieved t'e ne)t $ard (oud "e& In return t'e%

(oud re$eive a L%esL or LnoL res!onse& A L%esL res!onse o- $ourse (oud sim!%

indi$ate t'at t'e $ard t'e% $'ose -it t'e se;uen$e&

On t'e sur-a$e t'is ma% seem eas% "ut it !roved e)traordinari% di--i$ut -or

students to do& Most grou!s immediate% !redi$ted t'at t'e -i-t' $ard (oud "e t'e nine

o- Hearts /"ased on t'e '%!ot'esis t'at t'e se;uen$e (as des$ending and s.i!!ing Heart

$ards3& S'o$.ed e)!ressions greeted t'e -a$ut% mem"er and tea$'ing assistants ('en a

(ere tod Lno&L

T'e t%!i$a a!!roa$' o- "eieving t'at it (as t'e suit o- t'e $ard t'at mattered

$oud resut in man% L-ase !ositiveL res!onses& Students mig't "eieve t'e% 'ad

a$$urate% determined !art o- t'e se;uen$e "e$ause t'e% 'ad guessed t'e -i-t' si)t' and

sevent' $ards on% to "e tod LnoL ('en t'e% guessed t'e eig't' $ard& 7% tr%ing to !rove

t'emseves rig't or $'anging too man% varia"es at on$e /i.e $'anging "ot' t'e suit and

8?K


16/29

Course Assessment 1>

-rom a -a$e $ard to a num"ered $ard in t'e same guess3 t'e students 'ad no $'oi$e "ut to

4start -rom s$rat$'6 ('en t'e% re$eived a LnoL res!onse&

On$e students tried to !rove t'emseves (rong "% inserting ot'er suits t'e% made

;ui$. !rogress& T'e a$tivit% $ear% iustrated -or students t'at t'e% (ere ess -e)i"e

(it' t'eir t'in.ing t'an t'e% needed to "e& *'en students understood t'at good s$ientists

(oud a!!roa$' t'is tas. "% tr%ing to !i$. $ards t'at mig't !rove t'eir '%!ot'esis (rong

rat'er t'an tr%ing to !rove t'emseves rig't !er-orman$e started to im!rove& Utimate%

a grou!s $om!eted t'e tas. 'aving dis$overed t'e '%!ot'esis statement t'at t'e

instru$tor and tea$'ing assistants 'ad de$ided u!on !rior to t'e a$tivit%& Remem"er t'at

t'e se;uen$e t'at (oud a(a%s re$eive L%esL res!onses (as La -a$e $ard -oo(ed "% a

num"ered $u"&L

T'ese t'emes o- $'aenging ('at is .no(n e)!oring oneKs '%!ot'eses and

tr%ing to !rove onese- (rong re!eated t'roug'out t'e ot'er a$tivities in t'e $ourse&

Students earned to LinvestL in t'eir $riti$a t'in.ing and to understand 'o( to rea! t'e

"ene-its o- ma.ing t'at investment& Criti$a t'in.ing re;uires more time and e--ort and

ma% -or$e us to revea "iases and assum!tions in'erent in our o(n t'in.ing& 7ut in

return -or su$' an investment students earned t'e% (oud gain more !ure .no(edge

and $oud "e more $ertain o- ('at t'e% .ne( and ('% t'e% .ne( it& T'ese s.is (e

"eieved (oud aid students as t'e% too. ot'er $ourses (it'in t'eir degree !rograms&

Lin.ing the E#amle to Program Assessment

A re$ent ana%sis o- our data su!!orts our notion t'at t'is $ourse emuating

7ooms $ognitive o"#e$tives en'an$ed student su$$ess& *e mat$'ed t(o sets o-

students t'ose ('o 'ad $om!eted t'e introdu$tor% !s%$'oog% $ourse (it' and (it'out


17/29


t'e a" on a variet% o- entran$e varia"es /'ig' s$'oo ran. 'ig' s$'oo G5A de$ared

ma#or !revious 'ours $om!eted et$&3& Students $om!eting t'e $riti$a t'in.ing $ourse

aong (it' t'e Genera 5s%$'oog% $ourse out!er-ormed t'e mat$'ed sam!e on a

!er-orman$e varia"es regardess o- a$ademi$ ma#or&

5rior to t'is !ro#e$t t'e average 4DL L+L and (it'dra(a ratio in our introdu$tor%

$ourse (as B>& In $ontrast t'e average 4DL L+L and (it'dra(a !er$entage (as ,B

a$ross t'e -ive semesters in ('i$' (e $om"ined introdu$tor% !s%$'oog% (it' t'e $riti$a

t'in.ing a"& In addition t'e graduation rate o- students ('o $om!eted t'is version o-

t'e introdu$tor% !s%$'oog% $ourse (as 1B 'ig'er t'an -or t'e mat$'ed $o'ort o-

students ('o too. t'e traditiona introdu$tor% $ourse during t'e same semesters& /It is

im!ortant to note t'at t'ese students (ere aso designated "% t'e universit% as t'e most

4at ris.6 -or a$ademi$ -aiure3& +ina% u!on graduation students ('o 'ad $om!eted t'e

$om"ined introdu$tor% !s%$'oog%$riti$a t'in.ing $ourse 'ad an overa G5A t'at (as

over one etter grade 'ig'er t'an t'e mat$'ed $o'ort sam!e&

Assessment Assum!tions

Su$$ess-u dis$over% o- student !rogress on earning o"#e$tives is "uit u!on

severa assum!tions& +irst dis$over% is !redi$ated on t'e assum!tion t'at t'e -a$ut%

mem"er 'as su$$ess-u% $om!eted t'e -irst t'ree ste!s o- a$tive assessment& In ot'er

(ords %ou $annot tru% dis$over 'o( (e students are !rogressing on $ourse o"#e$tives

uness t'ose o"#e$tives are (e de-ined out$ome e)!e$tations eves 'ave "een de$ided

and t'e -a$ut% mem"er 'as $ear% detaied t'ose e)!e$tations -or students& Com!eting

t'e -irst t'ree ste!s 'o(ever does not ensure t'at t'e dis$over% !ro$ess (i "e

su$$ess-u& A signi-i$ant dis$onne$t $an e)ist "et(een t'e e)!e$tations t'e -a$ut%


18/29

Course Assessment 1

mem"er 'as de-ined de$ided u!on and detaied and t'e eve at ('i$' students are

assessed& Can (e measure t'e degree to ('i$' students $an a!!% a $on$e!t -or

e)am!e "% as.ing a series o- muti!e$'oi$e ;uestions t'at are a (ritten at t'e

4remem"ering6 eve@

I- (e vaue student !rogress aong t'e $ognitive $ontinuum arti$uated in t'is

$'a!ter t'en (e must serious% gra!!e (it' t'e ;uestion o- ('et'er t'e assessment

met'ods (e 'ave deveo!ed assess at a o- t'ose eves& Muti!e$'oi$e ;uestions !an

"e (ritten in su$' a (a% as to assess 'ig'erorder t'in.ing and reasoning& T'e ;uestion

is ('et'er t'e% are (ritten in su$' a (a% as to tru% assess at t'e desired eve& Muti!e

assessment met'ods are not on% ne$essar% to get a -ormative !i$ture o- student !rogress&

T'e% $an aso "e ne$essar% to dis$over i- students 'ave tru% demonstrated t'e -u range

o- 'ig'erorder reasoning t'at (e e)!e$t&

*riting earning o"#e$tives is a di--i$ut tas.& 7eing a"e to (rite o"#e$tives

e--e$tive% re;uires an a"iit% to arti$uate man% o- t'e assum!tions (e ma.e a"out

student earning& *e must aso "e a"e to arti$uate as!e$ts o- our dis$i!ine t'at ma% "e

more intuitive t'an $on$rete& +a$ut% ma% 4.no(6 ('at t'e% e)!e$t students to .no( or

"e a"e to do& Ho(ever de-ining t'ose e)!e$tations de$iding u!on eves o- e)!e$tation

detaiing t'ose -or students designing met'ods t'at ao( -or true dis$over% o- student

!rogress at a desired eves and t'en determining ('at $'anges i- an% mig't need to "e

made "ased on t'e out$ome o- t'ose assessment e--orts& is a $om!e) !ro$ess& Ha!!i%

$'ange is not a(a%s ne$essar%& I- t'e assessment !ro$ess demonstrates t'at students are

a$'ieving t'e desired earning out$omes at desired eves t'e data (i rein-or$e our

$ourse design de$isions& T'e .e% !oint is (e (i tru% .no(&


19/29


E--e$tive Use o- t'e Integrative Mode

T'e Integrative Assessment Mode !rovides a series o- deveo!menta ;uestions

/e&g& *'at s'oud students "e a"e to do@ At ('at eve s'oud t'e% "e a"e to do it@

'o( (i (e .no(@ *'at do (e do i- t'e% $annot@3 t'at $an "e used to guide t'e

assessment !ro$ess& 7% $ear% arti$uating assessa"e out$omes (e $an ma)imi=e t'e

i.ei'ood t'at /13 students (i understand and "e in a !osition to demonstrate t'eir

!rogress to(ard t'ose e)!e$tations and /,3 t'e -a$ut% are more attuned to /!a%ing

attention to and more i.e% to re$ogni=e3 students !rogress to(ard a$'ieving t'ose

e)!e$tations&

+or individuas res!onsi"e -or assisting ot'ers in deveo!ing assessment met'ods

t'e Integrative Assessment Mode !rovides a -rame(or. t'at ao(s a $ommon anguage

regardess o- dis$i!ine area eve o- $ourse or t%!e o- !rogram /e&g& minor asso$iate

degree "a$$aaureate degree et$&3& 7% addressing t'e assessment !ro$ess as a series o-

;uestions (e $an redu$e tension -rom anguage a"out assessment and evauation "e$ause

-a$ut% are used to as.ing and ans(ering ;uestions& Rat'er t'an teing -a$ut% t'e% must

assess t'e mode !rovides a nont'reatening set o- !ro$edures t'at -o$us on t'e $ourse&

On$e -a$ut% 'ave engaged in t'e deveo!ment o- assessment met'ods -or $ourses and

'ave used out$ome data to ma.e im!rovements to t'ose $ourses t'e% are !er'a!s more

i.e% to "e read% to a!!% t'ose same s.is to !rogrammati$ assessment&

Fair Pra!ti!es for Students and Fa!ult%

Diaogue on assessment $an ead to $'anges in -a$ut% evauative !ra$ti$es& +or

e)am!e during annua !er-orman$e revie( in t'e 5s%$'oog% De!artment at Sout'(est

Te)as State Universit% a $oeague su"mitted do$umentation o- e--e$tiveness in tea$'ing&


20/29

Course Assessment ,9

T'is $oeague o--ered a ta"e s'o(ing t'e !er$entage o- students in ea$' o- 'is $asses

('o 'ad "een assigned As 7s Cs and so on& Do grade distri"utions demonstrate

tea$'ing e--e$tiveness@ Imagine i- (e stated t'at t'e% do& A one (oud 'ave to do

('et'er !ur!ose-u or not is to give 'ig'er grades to earn a 'ig'er evauation in tea$'ing

e--e$tiveness& Tea$'ing e--e$tiveness is di--i$ut at "est to measure (it' grades&

Consider t'e un.no(ns su$' as: /13 student e--ort /,3 evauative di--i$ut% /?3 student

entran$e understanding o- materia or /B3 reations'i! "et(een grading $riteria and

anti$i!ated earning out$omes&

T'e De!artment aso re$ent% started to invove t'e de!artmenta 5ersonne

Committee in !er-orman$e revie( o- a -a$ut%& 5rior to t'is deveo!ment t'e $'air

made a t'e !er-orman$e evauation de$isions t'e evauations or t'e !ro$ess& One o- t'e

-irst ;uestions t'at (as raised (as 4S'oud (e 'ave -a$ut% grade distri"utions

avaia"e@6 At'oug' on t'e sur-a$e t'is ma% a!!ear to "e a ver% reasona"e re;uest

t'ere are severa in'erent assum!tions "e'ind t'e ;uestion t'at ma% $on-use assessment

and evauation&

One assum!tion mig't "e t'at -a$ut% ('o are stri$t (it' grading $riteria (i

re$eive o(er evauative s$ores on student evauations& O- $ourse t'e o!!osite mig't "e

true -or t'ose ('o are more enient (it' grading& Good grades eads to good evauations&

On$e again 'o(ever -a$ut% ma% "e $on-using evauation /grading3 and assessment& I-

su$$ess-u -ormative assessments are used students are signi-i$ant% more i.e% to

understand t'e reations'i! "et(een t'e s.is and a"iities t'e% are a"e to demonstrate

/and t'e eves at ('i$' t'e% $an demonstrate t'ose t'ings3 and t'e summative s$ores


21/29


t'e% earn in t'e $ourse& I- t'is understanding is $ear t'ere is no reason to assume t'at

grades in-uen$e $ourse evauations&

1he Bottom Line

*'% t'e -o$us on deveo!ing $ear earning o"#e$tives and out$omes@ Isnt it t'e

$ase t'at man% o- us 'ave e)isted ;uite (e in t'e tea$'ing !ro-ession -or %ears (it'out

arti$uating our e)!e$ted out$omes to eit'er ourseves or our students@ Havent (e

taug't #ust -ine and our students earned a!!ro!riate% /at east some o- t'em3@ *e

(oud i.e to s'are a -e( t'oug'ts on t'is as (e $on$ude t'is $'a!ter&

7arr and Tagg /10083 !ro!osed t'e t'esis t'at 'ig'er edu$ation is in t'e midst o-

an 'istori$ s'i-t -rom a tea$'ing$entered to a earning$entered !aradigm& In t'is ne(

!aradigm t'e !rimar% !ur!ose o- $oege and universities is to !rodu$e earning rat'er

t'an to !rovide instru$tion& I- t'is is true (e suggest t'at t'e need -or deveo!ing

arti$uating and $ommuni$ating $ear e)!e$tations o- ('at it is t'at students are to earn

(i on% gro( in im!ortan$e& As t'e -o$us s'i-ts to t'e e)!e$ted out$omes t'e demand

to "e $ear a"out t'ose out$omes (i on% in$rease& On% "% .no(ing ('ere it is t'at (e

e)!e$t students to "e at t'e end o- a $ourse or o- a $urri$uum (i "e a"e to 'e! t'em

get t'ere and .no( ('en t'e% 'ave arrived&

Assessment is no onger an o!tion< it is 'ere to sta%& It is in$um"ent u!on us to

ma.e our assessments as -air as !ossi"e& Sus.ie /,9993 suggests a num"er o- ste!s to

-oo( in deveo!ing -air assessments& Among 'er suggestions are t'at (e 'ave $ear%

stated earning out$omes t'at (e s'are (it' students so t'at t'e% .no( ('at (e e)!e$t<

t'at (e mat$' our assessment to ('at (e tea$' and vi$e versa< and t'at (e 'e! students

earn 'o( to assess t'emseves somet'ing t'e% $an on% do i- t'e% understand t'e


22/29

Course Assessment ,,

desired out$ome& At t'e 'eart o- 'er suggestions (e see on$e again is t'e im!ortan$e o-

deveo!ing and s'are $ear e)!e$tations -or student earning&

+ina% in an interesting arti$e in t'e AAHE Bulletin Murra% and 'is asso$iates

/100>3 !ro!osed a set o- et'i$a !rin$i!es -or $oege and universit% tea$'ing& Em"odied

(it'in t'eir suggested !rin$i!es are t'e ideas t'at ('at is a$tua% taug't in a $ourse

s'oud "e $onsistent (it' $ourse o"#e$tives and s'oud ade;uate% !re!are students -or

su"se;uent $ourses -or ('i$' t'e $ourse is a !rere;uisite< t'at "ot' instru$tiona met'ods

and assessment met'ods s'oud "e $ongruent (it' $ourse o"#e$tives and !rovide

ade;uate o!!ortunit% -or students to !ra$ti$e and earn s.is in$uded in t'e $ourse

o"#e$tives< and t'at students s'oud "e !rovided (it' !rom!t and a$$urate -eed"a$. on

t'eir !er-orman$e at reguar intervas in t'e $ourse ('i$' in$udes an e)!anation as to

'o( t'e (or. (as graded as (e as suggestions -or im!roving t'e (or.& *e !ro!ose

t'at deveo!ing $ear statements o- t'e e)!e$ted out$omes -or student earning is a

!er;uisite ste! to engaging in t'e t%!e o- et'i$a "e'avior outined "% Murra% and 'is

asso$iates& Good tea$'ing is et'i$a tea$'ing and "ot' em!'asi=e t'e intended out$ome

o- student earning& And t'at is t'e goa o- our endeavors a-ter a isnt it@


23/29

Course Assessment ,?

Re-eren$es

Ameri$an Asso$iation -or Hig'er Edu$ation& /100>3& Nine !rin$i!es o- good !ra$ti$e

-or assessing student earning& POnineQ Avaia"e:

'tt!:(((&aa'e&orgassessment!rin$i!e&'tm

Assessment Re-orm Grou! /10003& Assessment for learning2 Be%ond the &la!. &o#&

Cam"ridge: Universit% o- Cam"ridge S$'oo o- Edu$ation&

7anta T& *& F Asso$iates& /100?3& Ma.ing a differen!e2 3ut!omes of a de!ade of

assessment in higher edu!ation& San +ran$is$o: osse%7ass&

7anta T& *& und & 5& 7a$. & E& F O"ander +& *& /100>3& Assessment in

ra!ti!e2 Putting rin!iles to /or. on !ollege !amuses& San +ran$is$o: osse%

7ass&

7arr R& F Tagg & /NovDe$ 10083& +rom tea$'ing to earning& "hange 1?,8&

7a$. 5& F *iiam D& /100a3& Inside the &la!. &o#2 4aising standards through

!lassroom assessment & Retrieved Novem"er 11 ,99, -rom 5'i Deta a!!a

Internationa&

7a$. 5& F *iiam D& /100"3& Assessment and $assroom earning& Assessment in

Edu!ation Mar!h 22B&

7oom 7&S& Enge'art M&7& +urst E&& Hi *&H& F rat(o' O&R& /108>3&

1a#onom% of edu!ational o&(e!tives2 1he !lassifi!ation of edu!ational goals&

Hand&oo. 52 1he !ognitive domain& Ne( or.: ongman&

7ro(ne *&+& F Os"orne R&E& /100 une3& "riti!al 1hin.ing2 *eveloing a Model

for Lifelong Learning & 5oster session !resented at t'e Internationa Con-eren$e on t'e

A!!i$ation o- 5s%$'oog% to Juait% Tea$'ing and earning Hong ong C'ina&

http://www.aahe.org/assessment/principle.htmhttp://www.aahe.org/assessment/principle.htm


24/29

Course Assessment ,B

C'i$.ering A& *& F Gamson & +& /Mar$' 1023& Seven !rin$i!es -or good !ra$ti$e

in undergraduate edu$ation& AAHE Bulletin& POnineQ Avaia"e:

'tt!:aa'e"uetin&$om!u"i$ar$'iveseven!rin$i!es102&as!

Covington M&V& /100,3& Ma.ing the grade2 A self6/orth erse!tive on motivation and

s!hool reform& Ne( or.: Cam"ridge Universit% 5ress&

Co(ie 7& F 7e 7& /10003& A mode o- -ormative assessment in s$ien$e edu$ation&

Assessment in Edu!ation2 Prin!iles, Poli!% 7 Pra!ti!e ' 19111>&

rat'(o' D& R& /,99,3& A revision o- 7ooms ta)onom%: An overvie(& 1heor% into

Pra!ti!e, 85+8-, ,1,,1&

Murra% H& Giese E& ennon M& Mer$er 5& F Ro"inson M& /De$em"er 100>3&

Et'i$a !rin$i!es -or $oege and universit% tea$'ing& AAHE Bulletin& POnineQ

Avaia"e: 'tt!:aa'e"uetin&$om!u"i$ar$'iveEt'i$a,95rin$i!es&as!

Os"orne R&E& /100>3& Self2 An e!le!ti! aroa!h& Need'am Heig'ts MA: A%n F

7a$on&

5i$.ett & 5& F 5rit$'ard D& R& /Eds&3& /100?3& 1he Ameri!an Heritage "ollege

*i!tionar% /?rd ed&3& Ne( or.: Houg'ton Mi--in Co&

Rogers 7& /10013& Setting and evauating intended edu$ationa /instru$tiona3 out$omes&

In ames O& Ni$'os /Editor3 A ra!titioner9s hand&oo. for institutional

effe!tiveness and student out!omes assessment imlementation& Ne( or.:

Agat'on&

Sus.ie & /Ma% ,9993& +air assessment !ra$ti$es& AAHE Bulletin& POnineQ

Avaia"e: 'tt!:aa'e"uetin&$om!u"i$ar$'ivema%,&as!

http://aahebulletin.com/public/archive/sevenprinciples1987.asphttp://aahebulletin.com/public/archive/Ethical%20Principles.asphttp://aahebulletin.com/public/archive/may2.asphttp://aahebulletin.com/public/archive/sevenprinciples1987.asphttp://aahebulletin.com/public/archive/Ethical%20Principles.asphttp://aahebulletin.com/public/archive/may2.asp


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*avood 7& E& F Anderson V& & /1003& Effe!tive grading2 A tool for learning and

assessment & San +ran$is$o: osse%7ass&


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Course Assessment ,>

Ta"e 1& rat'(o's Revision o- 7ooms Ta)onom% o- Cognitive O"#e$tives

1&3 Remembering re$ognition or re$itation o- s!e$i-i$ -a$ts&

,&3 Comprehending an arti$uated understanding o- t'e in-ormation&

?&3 Applying t'e a"iit% to a!!% in-ormation to(ard t'e soution o- issues andor

!ro"ems outside t'e $assroom&

B&3 Analyzing t'e !ro$ess o- "rea.ing a !ro"em do(n into su"!arts and re$ognition o- t'e $onne$tions /or a$. o- $onne$tions3 "et(een t'ose su"!arts& During t'is !ro$ess

useess !ie$es o- in-ormation are identi-ied and dis$ounted&

8&3 Evaluating t'e !ro!osed soution is im!emented& An attem!t is made to assess t'e

degree to ('i$' t'at soution resoves t'e !ro"em& I- t'e soution does not resove t'e

!ro"em t'e !ro$ess /at east at t'e ana%sis eve3 ma% need to start again&

>&3 Creating an a"iit% to ta.e t'e remaining su"!arts /t'ose identi-ied as meaning-u

and inter$onne$ted during t'e ana%=ing !'ase3 into a more meaning-u ('oe&


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Ta"e ,& An Integrative Assessment Mode -or Courses

Defining ('at s.is and $a!a$ities students most need to a$;uire -rom t'e

$ourse!rogram

Deciding ('at eve o- e)!e$tation t'ere is -or t'ose s.is and $a!a$ities

Detailing ('at -a$ut% (i do to !rovide instru$tion in and !ra$ti$e (it' t'ose s.is and

a"iities and identi-%ing ('at students (i do to demonstrate t'ose s.is and $a!a$ities

Discovering i- students are su--i$ient% demonstrating t'ose s.is and a"iities and

Determining ('at $'anges to ma.e i- students do not demonstrate s.is$a!a$ities atdesired eves& It is o- $ourse !ossi"e t'at t'e assessment data suggests t'at a is -ine&

In t'is $ase t'e determination is to $ontinue doing ('at one is doing&


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Course Assessment ,

Ta"e ?& Arti$uating O"#e$tives (it' 7ooms Ta)onom%

Remem"ering name de-ine reate re!ort re!eat a"e re$ord des$ri"e

Com!re'ending outine inter!ret !ara!'rase a$$e!t $riti$i=e re$ommend

A!!%ing !ra$ti$e sove iustrate use demonstrate mani!uate

Ana%=ing e)amine dis$riminate $om!are disse$t su"divide ;uestion investigate

Evauating rate #udge !rioriti=e de$ide assess a!!raise revie( #udge evauate

Creating !rodu$e !ro!ose $om!ose devise -ore$ast -ormuate !re!are organi=e


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Ta"e B& A Sam!e S$oring Ru"ri$

Description of Perspectives

-e(er t'an > !ers!e$tives des$ri"ed /1 !oint3 > !ers!e$tives des$ri"ed "ut not (e /, !oints3

> !ers!e$tives des$ri"ed (e /? !oints3

> !ers!e$tives des$ri"ed e)treme% (e /B !oints3

Applications to Daycare

-e(er t'an , a!!i$ations made /1 !oint3 , a!!i$ations made "ut (ea. /, !oints3

, reasona"e a!!i$ations made /? !oints3

, 'ig' ;uait% a!!i$ations made /B !oints3

Tota S$ore Des$ri!tion A!!i$ations

Documents

Kurikulum Grade vs Evaluation