Classroom Assessment & Evaluation

1. Classroom Assessment & Evaluation Dr. Bridget Miller, Ph.D. School of Applied Health and Educational Psychology

2. Lessons learned. . . .the hard way • Don’t let the format/outline of the book dictate your exam schedule. • Never assume that students understand the directions for an assignment. • ALWAYS photocopy paper/exam before meeting with student to discuss an Academic Integrity issue.

3. Purpose of Assessment Why do we give exams and assignments? • Student’s perspective? • Instructor's perspective?

4. Criteria for Exemplary Evaluation Criteria for Exemplary Evaluation • Learning objectives, instruction, and assessment are closely aligned.

5. Aligning learning objectives and assessment Learning Assessment MatrixHHP 3723 - Epidemiology

6. Criteria for Exemplary Evaluation Criteria for Exemplary Evaluation • Learning objectives, instruction, and assessment are closely aligned. • Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills.

7. Formative and Summative Assessment • Formative • During the process • Allows for modification of methods • Summative • After the work period • BOTH can be formal or informal

8. Multiple ongoing assessment strategiesLearning Assessment MatrixHHP 3723 - Epidemiology

11. Analyze • Students will: • See patterns • Organize parts • See hidden meanings • ID components • Question Stems: • What is the purpose of. . . . . . • What ideas justify. . . . . . • What are some of the problems of. . . . . . .

12. Analyze • Possible projects/assignments: • Design a questionnaire to gather information • Create a flow chart to demonstrate relationships • Write a commercial to sell a new product • Analyze a problem from two different perspectives

13. Evaluate • Students will: • Compare and discriminate between ideas • Verify value of evidence • Recognize subjectivity • Assess values of theories • Question Stems: • What is your opinion of. . . . . . • Would it be better if. . . . . . • What are the consequences of . . . . . .

14. Evaluate • Possible projects/assignments: • Conduct a debate about an issue of special interest • Give a persuasive speech arguing for/against • Write a letter to _______ suggesting changes needed • Prepare a list of criteria to evaluate a program and justify priority of rankings

15. Create • Students will: • Use old ideas to create new ones • Relate knowledge from several areas • Predict and draw conclusions • Question Stems: • Can you design a . . . . . to . . . . . • What would happen if. . . . . • How many different ways can you. . . . .

16. Create • Possible projects/assignments: • Create a new product – give it a name and plan a marketing campaign • Write a new ending for a book • Figure out a plan to lower the risk for _______ • Write an advertisement for a product • Design a set of test questions including correct answers and grading rubric

17. Criteria for Exemplary Evaluation Criteria for Exemplary Evaluation • Learning objectives, instruction, and assessment are closely aligned. • Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills. • Regular and consistent feedback is provided in a timely manner throughout the course.

18. Grading/evaluation through addition v. grading/evaluation by subtraction • Why did I get points taken off? • Rubrics!!!

19. Rubric Activity • How do you recognize a well written research paper? • What is the difference between an A paper and a B paper. . . .or a C paper. . . .or a D paper? • What skills are necessary to write an exemplary paper?

20. Paper Grading Rubric

21. Rubrics • OSU General Education Assessment: • Written Communication • Critical Thinking • Math Problem Solving • Science Inquiry • Diversity • https://uat.okstate.edu/ • Faculty Resources  Assessment at OSU  General Education Assessment  Rubrics for General Education Assessment

22. Presentation Grading Rubric

23. Additional notes allow you to provide comments explaining scoring.

24. Online resources • a free tool to help teachers create quality rubrics • http://rubistar.4teachers.org/

25. Exam Grading Rubrics 2 3 Define “harm reduction” and explain how harm reduction programs work. Identify and describe 2 programs that utilize harm reduction. (9 points) Why is there such a disparity between the health status of certain minority groups compared to white Americans? Discuss the ways in which race can impact biological process and in turn affect health outcomes. (10 points). 2 points each 5 3 – 1 example 5 – 2 examples

26. Criteria for Exemplary Evaluation Criteria for Exemplary Evaluation • Learning objectives, instruction, and assessment are closely aligned. • Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills. • Regular feedback is provided in a timely manner throughout the course. • Self-assessments and peer feedback opportunities exist throughout the course.

27. Self-assessments and peer feedback opportunities exist throughout the course • Utilize current grading rubrics • Allow students to pre-grade their own work or review the work of peers • Can be part of final paper/assignment grade

28. Extra Credit. . .or not • Must be meaningful and related to course learning objectives • Must be available to EVERY student (consistency) • Should not overwhelm actual earned points in class

29. Comprehensive Final - BonusHalf back of the difference between lowest unit exam and comprehensive final added to lowest exam Exam 1 80 Exam 2 80 Exam 3 40 Final 80 Total 280 Exam 1 80 Exam 2 80 Exam 3 40 + 20 bonus Final 80 Total300

30. Other evaluation tools • service to detect plagiarism in students’ written work • Integrated through D2L

31. Tips for efficient time management when grading • Only mark common mistakes the first 3 times (within student) • Make list of common mistakes (within class) to explain verbally when handing back assignment • Utilize shorthand in paper or on exam • Time spent grading assignment should correlate with the weight of the assignment relative to overall grade • Set timer

32. QUESTIONS??