Hi Rob: Well, I don't know how much of it is jumping on the bandwagon and how much is WASC driven, given that you are at cal state campus and they are being sequentially reaccredited.
But I *have* drunk from the koolaid myself and I have to say it's quite yummy. I'm not sure I can add much to what Marc has said but there are some really great references all over the web about why grades don't make the assessment grade, including notions concerning issues of inconsistent across courses or sections elements of points for attendance, points for participation, extra credit; subjective grading of papers and presentations and so on. In most cases the grade is a composite of so many factors that it's hard to say just exactly what any one person may have actually "learned". I'd also reiterate Marc's points about learning outcomes. How many of us who have been teaching at least 10 years build our courses around our learning outcomes? The younger folks coming up are all about that. But the older folks sort of do or don't even include them on the syllabus. So, then, what's the point/purpose of the course? Also, as Marc noted, there is the difference in summative and formative elements of assessment to take into account and what it is that we are assessing. Finally, the fact that you already use rubrics and some kind of normed grading of assignments (normed relative to what is my question?), then you are probably already doing what needs to be done and you will not need to do more. Your department/area/program/college may have lots of work to do and if you are already using rubrics, which probably extremely few of your peers are doing, you will be in a good position to teach them how to construct and use them :) So it probably will make a minimal impact on your life and might put you in good stead with powers that be. I'm telling you, once you really get into it, that kool aid goes down nice and smooth and tastes mighty fine. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [email protected] ---- Original message ---- >Date: Wed, 28 Oct 2009 09:57:37 -0700 >From: Rob Weisskirch <[email protected]> >Subject: [tips] Assessment of learning, not grades? >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > > TIPSfolk, > > Our university has jumped on the assessment > bandwagon and those who have drunk the kool-aid talk > about "assessment of student learning" and looking > at student evidence. I continue to ask why looking > at grade distribution is not an indicator of > learning. The response is that grades are not an > accurate reflection of learning Assuming that > there are no points for participation or attendance, > shouldn't final grades be an indicator of how much > students are learning? If we engage in good > practices like using rubrics and norming grading of > assignments, shouldn't grades be a reflection of > learning? > > Thanks for any insight, > > Rob > > Rob Weisskirch, MSW. Ph.D. > Professor 90.77% Furlough 9.23% > Associate Professor of Human Development > Certified Family Life Educator > Liberal Studies Department > California State University, Monterey Bay > 100 Campus Center, Building 82C > Seaside, CA 93955 > (831) 582-5079 > [email protected] > > This message is intended only for the addressee and > may contain confidential, privileged information. > If you are not the intended recipient, you may not > use, copy or disclose any information contained in > the message. If you have received this message in > error, please notify the sender by reply e-mail and > delete the message. > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
