by Elaine Gallagher What do YOU use to assess your students? UNOi supports a wide variety of […]
What do YOU use to assess your students? UNOi supports a wide variety of tools to get a broader profile of each student. Remember, the objective of assessing is to see how clearly you taught, and how much the students grasped and understood from your teaching. Assessment should NOT be to see who’s the smartest student, or who fails, or who gets the prize. An assessment is to measure the growth and progress of your students. Assessment tools you use should reflect this philosophy.
CONCEPT MAPS – A diagramming technique for assessing how well students see the «big picture». Teams of 2 – 4 students can work on one concept map.
CONCEPT-TESTS – Conceptual multiple-choice questions that are useful in large classes. Be careful with multiple choices because too often the correct answer does NOT ascertain that the student actually knows the material. He/she could simply be ‘lucky».
KNOWLEDGE SURVEY – Students answer whether they could answer a survey of course content questions.
EXAMS – Find tips in Internet on how to make exams better assessment instruments. Short answers, using critical thinking, with a variety of possible correct options are the best types of exams, but they do take longer to correct as there are a variety of correct answers.
ORAL PRESENTATIONS – Evaluating student presentations using rubrics. (Samples follow.)
POSTER PRESENTATIONS – Students prepare a poster and present it orally to the class
PEER REVIEW – Having students assess themselves and each other. (Sample rubrics follow.)
PORTFOLIOS – A collection of evidence to demonstrate mastery of a given set of concepts.
RUBRICS – A set of evaluation criteria based on learning goals and student performance.
WRITTEN REPORTS – Tips for assessing written reports.
SELF-CHECK for WRITTEN MATERIAL (Check in pairs)
PROOF-READING CHECKLIST FOR STUDENTS
Your name: ____________________________ Date ______
Assignment Title: __________________________________
- ___ Did I check to see that I spelled all the words correctly?
- ___ Did I indent each paragraph?
- ___ Did I write each sentence as a complete thought?
- ___ Do I have any run-on sentences? If so, fix them.
- ___ Did I begin each sentence with a capital letter?
- ___ Did I use capital letters correctly in other places?
- ___ Did I end each sentence with the correct punctuation mark?
- ___ Did I use commas, apostrophes, and other punctuation marks correctly?
- ___ Did I read my paper aloud to myself or to a friend?
OTHER ASSESSMENT TYPES
– Includes concept sketches, case studies, seminar-style courses, mathematical thinking and performance assessments.
Don’t Know Which Tool to Use?
Look Through these Resources:
- Assessment and Active Learning Strategies for Introductory Geology Courses (Acrobat (PDF) 390kB Mar8 05), David McConnell, David Steer, Kathie Owens, 2003, Journal of Geoscience Education, v. 51, n. 2, March, 2003, p. 205-216, is a good, concise, introduction to assessment techniques.
- Primer on Assessment in the Geosciences is an in depth introduction to assessment created for faculty teaching introductory courses.
- DLESE Evaluation Toolkit (more info) aims to help geoscience educators and project evaluators find good resources, get feedback and help with geoscience education evaluation, and share results with one another.
- Evaluation Cookbook (more info) is a basic guide to evaluation methods for lecturers in a cookbook format.
- OERL: Online Evaluation Resource Library website designed for professionals working on project evaluations.
- The Center for Technology in Learning at SRI International has conducted a number of projects creating assessment designs and examples for middle and high school students that are relevant to the geosciences, including: Show more information about the Center for Technology in Learning
SAMPLE ASSESSMENT RUBRICS FOLLOW.
Students need to see the rubric before undertaking their work.
Assessed by Teacher, Peer, or Self
Person Presenting: ____________________________
Please rate each of the following criteria on a scale of 1 to 5:
(needs improvement >) 1 2 3 4 5 ( excellent)
- ___ The presenter spoke clearly. I could understand the words easily .
- ___ The presenter spoke at a good volume.,, not too loud, not too soft.
- ___ The presenter spoke at a good pace….not too fast, not too slow.
- ___ The presenter faced the audience and made eye contact.
- ___ The presenter appeared relaxed and enthused about the topic.
- ___ The presenter stood up straight with good posture.
- ___ The presenter used effective hand gestures.
- ___ The presenter made eye contact with me.
- ___ The introduction caught my attention so that I wanted to hear more.
- ___The presenter provided some good examples, and/or had a prop to show.
- ___The conclusion wrapped up the speech with a clear ending.
- ___ I found this topic interesting. and well-presented.
Comments/Specific Notes on Strengths and Weaknesses
- 12 – 24 = Below expectations
- 25 – 36 = Meeting low expectations
- 37 – 48 = Meeting high expectations
- 49 – 60 = Exceeding expectations
STUDENT’S NAME: _________________________________
GRADING / ASSESSING
Sometimes you may want to use a different way to evaluate or score your students’ work. Here is a list of several ways: points, words, or percentages. Feel free to use them as you want.
- 5 = Excellent / Exceeding expectations (95-100)
- 4 = Very good / Above expectations (85-94)
- 3 = Average / Meeting expectations (80-84)
- 2 = Below average / Below expectations (74-79)
- 1= Should be much better / Minimum effort exhibited (below 74)
COMMENTS about the PRESENTATION:
TOPIC OF SPEECH ____________________________________
Following is a sample RUBRIC to assess oral presentations & listening:
|Speaks Clearly||Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.||Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.||Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.||Often mumbles or can not be understood OR mispronounces many words.|
|Preparedness||Student is completely prepared and has obviously rehearsed.||Student seems pretty prepared but might have needed a couple more rehearsals.||The student is somewhat prepared, but it is clear that rehearsal was lacking.||Student does not seem at all prepared to present.|
|Posture and Eye Contact||Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.||Stands up straight and establishes eye contact with everyone in the room during the presentation.||Sometimes stands up straight and establishes eye contact.||Slouches and/or does not look at people during the presentation.|
|Listens to Other Presentations||Listens intently. Does not make distracting noises or movements.||Listens intently but has one distracting noise or movement.||Sometimes does not appear to be listening but is not distracting.||Sometimes does not appear to be listening and has distracting noises or movements.|
|Enthusiasm||Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.||Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.||Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.||Very little use of facial expressions or body language. Did not generate much interest in topic being presented.|
In this rubric, a score of ONE is the lowest and FOUR is the highest. Students should have access to the rubric before they have a speaking assessment so that they will be able to set their goals.
- 20 = highest score
- 16 – 20 = Exceeding expectations
- 11 – 15 = Meeting expectations
- 5 – 10 = Below expectations
- 5 = Lowest score