Without assessments, how can we accurately gauge students’ learning? Proper assessments provide instructors with a means for determining the amount of learning/understanding that has taken place in a given course. However, not any old assessment will do. Oftentimes, assessments fall into the realm of multiple-choice or short answer/fill in the blank questions. How can these show any evidence of understanding or transfer? The use of assessments has to be carefully tailored to evince the desired outcomes of a course or unit.
At the university where I work, we are attempting to implement the program-wide use of standardized rubrics so that we might be able to determine the level of student learning that takes place over the course of the entire curriculum. Moreover, the use of these rubrics will create more consistency in grading as well as providing students with more concrete information as to what they are being graded on. Additionally, the rubrics can serve as a starting point for discussions between instructor and student about individual assignments and course goals in general.
You have made some awesome observations here. This course has been a real eye-opener for me. I have constructed many course lesson plans, lecture presentations, workshops and seminars in the past. However, I administered and delivered these programs without knowing what the audience really wants to know or learn. I did my own research, drew from library best practices or current trends, but didn't always take into account the student or target audience. Lately, I have been administering pre and post tests for the lectures I provide nursing students. This has been an effective tool so far. It's much better than just reviewing class evaluation results. The pre and post test actually shows transference of learning. I like your idea of using a rubric as well. This tool quantifies the learning and documents the educational intervention.
ReplyDeleteThe rubric idea is a really interesting one. Is your university developing a standardized set of rubrics across subjects and disciplines, or only within a particular department? I like the idea of a streamlined method of measuring learning outcomes, but I wonder what sort of tool could accurately measure learning in different subject areas? I'd love to hear some more details about this project.
ReplyDeleteI agree that we need assessment in order to gauge student understanding. However, what do you think about getting rid of grades as a way to combat the washback effect? I once had a colleague who attended a college where grades weren't given out so that students could focus on learning instead of earning grades.
ReplyDeleteI think the idea of a standardized rubric is fantastic. It helps when faculty are using the same rubric and vocabulary. That way students can't blame it on having an "easy" teacher or favoritism.
@Thom As a UCSC alum back when profs still told us not to request grades they wouldn't give them it took me two narrative evaluations to transfer them into grades. :)
ReplyDeleteRebecca,
ReplyDeleteWe are a graduate school of professional psychology, so the rubrics being used are only across one subject. They are to be standardized, thought we will have rubrics for discussion posts, written assignments, and summative assignments. We are going through all of our specializations and determining in which courses and for which assignments the rubrics should be implemented.