Goals and Objectives

Guidelines for Use

Module Content

Student Assessment

Applications

Case Studies
Examples
Scenarios

Adaptation to the Discipline

References
Specific teaching methods
Key Books

Concepts and Skills related to Learning Goals and Assessment
Evaluating and Grading

Concepts and Skills related to Learning Goals and Assessment

One of the first steps in planning effective instruction is the creation of goals based on the unmet needs of the learners. Even practitioners using an emergent curriculum approach (not typically found at the college level, or earlier educational levels in the U.S., for that matter) have overarching instructional goals to guide them. After all, if you don’t know where you’re going, how will you know when (if) you get there?

If you are not knowledgeable about your students, collecting some information early in the semester can be helpful in creating an effective learning environment, setting appropriate goals and objectives, and choosing productive teaching strategies. Asking students to introduce themselves and share information relevant to their educational endeavors is one way to learn names (an important aspect of establishing a good rapport with your students) and interests (which will help you tailor instruction so that it is perceived as relevant). Having students fill out index cards with name, contact information, major, interests, what they hope to get out of the class, and preferred metacognitive strategies has the added benefit of allowing you to refer to the information as needed. Pre-tests or survey instruments can be used to determine the current level of knowledge of the students or their current attitudes. Administering the same instrument following instruction or other activity can then provide some measure of change, which is hopefully attributable to your efforts and those of the students in your course. The GTA Communication Concern Scale designed to assess the attitudes of new G.A./T.A.’s at the beginning and end of ONTAP week, an orientation process held at Kent just prior to Fall Semester each year.

Perhaps one of the most difficult and necessary aspects of good teaching is the process of assessment, which helps to answer the following questions.

1.      Did the students acquire the intended knowledge, skills, understandings, and abilities?

2.      What did the students not learn or accomplish?

The answers to these two questions provide information that helps the educator to evaluate the effectiveness of his/her teaching and make appropriate changes in the instruction.

Even though assessment may occur at the end of instruction, it is actually created in the early stages of the design of the instruction, that is, when goals and objectives are established. Be sure to share the goals and objectives with your students, so that they take responsibility for their learning, expectations are clear, and everyone is working toward the same end. When creating objectives, it is important to consider where the students are currently in their knowledge versus where you want them to be at the end of the course. Another consideration is the prerequisite knowledge that your students should possess in order to benefit from your instruction: if a student lacks such knowledge either s/he should acquire it prior to or while completing the course, or you should incorporate the prerequisites into your instruction, if appropriate.

In order to be a valid measure of the learning that has taken place, the assessment should be a direct reflection of the purpose (s) of the instruction. According to Mager (1975), there are three elements in a good behavioral (also known as performance or instructional) objective:

1. description of the learner’s observable behavior or performance;
2. conditions under which the behavior is to be performed; and
3. criteria for evaluating the performance.

The play, Objectively Speaking, part of a one-hour small group self-instruction module on writing good objectives, elaborates on this subject. “Objectively Speaking” incorporates both formative and summative evaluation. Formative assessment is used prior to or during instruction, to determine what students know and what areas need work, for the purpose of planning and guiding instruction. Summative evaluation, on the other hand, takes place when instruction is completed, and is used to determine student outcomes resulting from the instruction. Assessment that is based on a student’s achievement relative to that of other students is known as norm-referenced (e.g., “grading on a curve”); assessment that determines a student’s accomplishment of specific objectives (e.g., mastery of a particular skill) is referred to as criterion-referenced.

Traditionally, the emphasis in assessment has been on standardized tests or teacher-created written exams. However, alternative assessment is becoming more widely accepted as an option for assessing student progress and achievement. This type of assessment is particularly appropriate as a measure of achievement which is more difficult to quantify than mere acquisition of information, for example, in the area of skill development such as in the domains of psychomotor skills or cognitive strategies. Alternative assessment may take a variety of forms, including portfolios and other displays of students’ written and graphic work, class projects and presentations, performances (athletic or dramatic, for example), and other demonstrations of competencies acquired. Rubrics, which delineate levels of quality on specified criteria, and checklists, are helpful tools in conducting objective observations and assessments of performance. Alternative assessment is also known as authentic assessment because the tasks performed are “real”; when alternative assessment involves “real” audiences, that is, parents, administrators, and others who are not part of the class, the tasks being performed tend to take on increased importance and relevance for the students.

Self-evaluation and concurrent evaluation are two concepts used in the Glasser Quality School model that can be applied at the college level as well as in the earlier grades. When students are involved in self-evaluation on a regular basis, they take responsibility for their role in learning and are more likely to pay attention to the quality of their work. According to the Glasser model, everyone (teachers, students, administrators, etc.) is involved in self-evaluation on an on-going basis, with the goal being continuous improvement. Concurrent evaluation involves student(s) and teacher sitting down together, reviewing the student’s work, and determining a fair grade. An example would be a discussion among the instructor and members of a cooperative learning group regarding the quality of a presentation they had done in class—what was done well; what areas could be improved.

Feedback is an important aspect of assessment and continuous improvement. When providing feedback to students, respond to the student’s performance as quickly as possible, and make the feedback specific, realistic, and descriptive (as opposed to judgmental), pointing out areas that need additional work as well as giving encouraging comments. Whenever possible, base your feedback on objective data (Yale CSC, 1996).

Feedback can be a two-way street. By asking your students for feedback via Phillip Schlechty’s levels of engagement, you can not only get information that you can use to improve your course, but also involve your students in self-assessment of their learning efforts. The first step is to teach the students the five levels:

• Authentic- “I want to know”
• Ritual- “I’m working for a good grade”
• Passive compliance- “I’m only here because it’s required”
• Retreatism- “My body is here but my mind is elsewhere”
• Rebellion- “I won’t do the assignment you’ve given”

Step 2: Ask the students to write down what level they are at, and anonymously collect the data.

Step 3: Post the results.

Step 4: Discuss the results.

Step 5: Set a goal for improvement (students as well as teacher).

Step 6: Adjust teaching and learning accordingly

[contributed by Denise Bertino]

        ·      Have students use ID numbers on tests, not names.

·        Read all students' answers to essay question #1 at a time and then read all on question #2, and so forth.  Read through the answers, or a sample of them, before you begin grading.

·        Write comments on the essay answers.

·        Grade and return tests as soon as possible after giving them.  Go over the test in class, giving the correct answers.  You should not have to defend the correct answers, but tell the students that you will be available to discuss any points about the test with them after class.

Do not post students' grades using their full Social Security number.  Grades must be posted anonymously. You can do this by using the last four digits of social security numbers or assigning random numbers to each student. You can then post grades outside of your office, or send a list via email to the students, using these numbers. Never give out students’ grades over the phone.

At the end of the semester, you should allot enough time to grade your final exams and then submit grades to your department/school. Kent State University has no formal grading scale requirement per se, but most departments/schools follow the traditional scale below:

Check with your course supervisor to get the exact grading scale you should use.  By all means stick to one method of evaluation for the semester.  Students do not appreciate having to guess how their individual scores will be calculated from test to test.  Consult your department/school for specifics on grading.

Plagiarism (the taking of someone else’s ideas, work, etc., and representing it as one’s own) is considered unethical and is strictly forbidden under University policy [link]. When engaged in alternative assessments such as papers, students may need to be reminded or instructed on the subject of plagiarism. Here is a professor’s story:

[My worst teaching moment was] discovering three student papers that were plagiarized by cutting and pasting from websites-one student even included the URL. [I] found the web pages used to plagiarize (using Google and key-word searches); photocopied student papers, printed out web pages, and showed the evidence of plagiarism to the Department Chair and to the student. I failed the student for the paper and made sure they understood why cutting and pasting from the websites constitutes plagiarism. --- contributed by Molly Lindner

Following is an example of one professor’s grading policy, as specified in the syllabus for that course.

Grading Policy

1.      All assignments are due on the date specified in the syllabus. Five points will be subtracted for each day the assignment is late. If an assignment is later than one week, and prior arrangements have not been made, the assignment will not be accepted. NOTE: If you are overwhelmed or feeling behind, please contact me before the assignment is due to discuss options.

• Procedures for submitting electronic assignments and/or e-mail
  • Electronic submission of assignments is encouraged and can be sent to the instructor’s e-mail address or through WebCT.
  • The instructor will send an e-mail confirmation that the assignment was received within 36 hours. The confirmation will be sent to participants’ WebCT account or “regular” e-mail depending upon the source used to submit the work. It is participants’ responsibility to ensure the electronic or hard copy of any assignment reaches its final destination.
  • When submitting work electronically, the following procedures must be followed or the assignment will be returned and 5 points taken off:
    • The subject of the e-mail must include three pieces of information: (a) participant’s full name, (b) date of submission, and (c) assignment name (see syllabus for assignment names)
    • The document itself must be saved as a WORD document (.doc) or a rich text format (.rtf). The document must have page numbers and the participant’s full name should be included on a title page or as a header to the document.

2.      All participants are expected to meet graduate standards by obtaining a "B" average on all assignments. This graduate standard indicates that the work was well done, complete, met stated criteria, represents a strong professional effort, and was turned in on time. Students seeking an "A" will need to demonstrate superior performance through critical thinking, exemplary products, positive and supportive interactions with colleagues, and sustained active participation across course activities.

3.      Any assignment that receives less than an 80% may be reworked and resubmitted. In order to gain additional points, participants must indicate what they would like to improve upon and how they plan to do so. Participants will then have one week following receipt of a grade to make revisions. Participants are encouraged to work with their peers and share their work in order to receive feedback prior to due dates.

4.      Grading - Points Total 100

90-100 Points = A

80-89 Points = B

70-79 Points = C

Who Has the Final Say on Grades?

Either you do or the professor you are assisting.  Be certain to follow the course evaluation procedures, document how each exam has been evaluated, and check that the scores have been calculated accurately.

Some Specifics to Consider When Grading

How Much Weight Should be Given to Each Test or Quiz?

Use your own judgment, but if there are, for example, three tests plus a Final, then you might weigh them as follows:

Who Has the Final Say on Grades?

Either you do or the professor you are assisting.  Be certain to follow the course evaluation procedures, document how each exam has been evaluated, and check that the scores have been calculated accurately.

Where Does Attendance Fit?

Some professors assess a penalty for missing more than an allotted number of classes. You should consult with your department to determine the appropriate way to include attendance.

What About Makeup Exams or Extra Credit?

Consult with your department on these policies. Any makeup policies should be included in your syllabus. You should set a time limit and decide if the makeup exam will be the same as the one given on the exam day. Some departments do not allow extra credit.

Criteria for Evaluating and Grading

Depending upon the freedom you have to develop your own grading system, consider carefully how you will arrive at each grade as fairly and consistently as possible.  Having clearly defined standards can head off student anger or complaints. 

            A.  Levels of Involvement (overall course criteria)

1.      Consistent attendance (just being there).

2.      Active participation (contributing ideas and feelings).

3.      Facilitating group process (helping others, keeping on track, leading without dominating).

4.      Completing all projects and assignments on time (doing outside work).

5.      Thorough and clear work (doing work with particular care).

6.      Voluntary extra work (doing optional readings or additional work).

            B.  Levels of Feeling-Thought (criteria for assignments, papers, projects 

1.      Record (receive, report or recall verbatim ideas, feelings or behaviors), summarizing, collecting and organizing data).

2.      React (personal initial response; “gut level” impressions or feelings).

3.      Interpret (translation or paraphrase of others’ feelings and ideas).

4.      Analyze (compare, infer, reason, connect, classify, find assumptions, e.g. interrelate own values and feelings, infer causes of others’ behavior).

5.      Evaluate (systematically apply criteria; criticizing, decision making, judging and valuing).

6.      Synthesize (create, compose, combine, imagine, hypothesize, design) projects, or organize ideas and materials in a new way).

In short, these variables combine for grading the effort and accomplishment of each student.  The more levels of involvement accumulated and the higher the level of thought evident, the higher the grade would be.

Assessment within your individual course is part of a larger picture, that is, overall student development within the University. Under the heading of “Helping Students Learn”, one of its eight Quality Criteria, the Academic Quality Improvement Program (AQIP) for institutions of higher learning asks colleges and universities to consider such questions as the following:

·        What are the common student learning objectives you hold for all of your students (regardless of their status or particular program of study) and the pattern knowledge and skills you expect your students to possess upon completion of their general and specialized studies?

·        How do you determine your common student learning objectives as well as specific program learning objectives?

·        What are your results for common student learning objectives as well as program learning objectives?

·        What is your evidence that students have acquired the knowledge and skills base required by the institution and its stakeholders (i.e., other educator institutions and employers) for the awarding of specific degrees or credentials?

Information on the objectives (which set the foundation for assessment) for the course you are teaching is available in the data sheet and previous course syllabi, which are available from your department. Information on AQIP, a process that Kent State has adopted, may be accessed at http://dept.kent.edu/aqip .