In a message dated 5/4/99 11:35:32 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
> 1. Student will use the scientific method as a primary basis for engaging
> in critical thinking and evaluating multiple sources of information.
> a. Means of assessment and criteria defining success
> b. Assessment results
> c. Use of results
Deborah -
I think "they" are looking for the specific activities or assignments you use
in or out of the classroom to develop each of the general education
requirements.
a. Means of assessment and criteria defining success:
i.e., The specific learning objectives you use in the activity or assignment
to operationalize for yourself and your students the skills you want them to
develop as a result of engaging in that assignment . 'Primary trait
analysis', which yields a scoring rubric, is one method used for this
purpose. The following list of workshops provides the names of several well
respected individuals in the area of assessment. Barbara Walvoord has
published a great resource on primary trait analysis.
Faculty Workshop - "Classroom Assessment Techniques", Dr. Charles Walker of
St. Bonaventure University
Faculty Workshop - "Writing and Using Instructional Objectives", Dr James
Hammons of University of Arkansas
Faculty Workshops - "Primary Trait Anaylsis - Constructing Scoring Rubrics"
and "Using the Grading Process for Assessment", Dr. Barbara E. Walvoord of
University of Notre Dame
Faculty Workshop - "Moving Towards a Competency-Based Curriculum - Creating a
Culture of Assessment", Dr. Peter A. Cohen of Texas A & M University
b. Assessment results:
The scoring rubric is used to provide your students with feedback on their
success in meeting the specific 'primary traits' of the learning objectives.
This information can be used by them to better meet the desired skills on
their next attempt.
c. Use of results
You may also use these data (students' performance results) to guide your
future teaching. . . e.g., is there a particular trait or skill the students
are having a significantly difficult time mastering ? can the assignment or
activity or description of primary traits be improved to improve student
outcome ? These data can be monitored on a weekly basis and used to guide
your emphasis in the classroom. . . In addition, the individual data can be
used to help individual students reach the desired level of performance.
I hope this helps some. I was resistant to this 'assessment process' when
first introduced to it, but have found it to be a great addition to my
repertoire. At our campus, the resistance of faculty seems to subside with
the realization that they still control the activities and assignments used
to reach objectives. . . It is merely an ongoing and cyclical process of more
clearly defining what one has already done for years, and formatting your
individual teaching process in an object fashion that allows for objective
review (by oneself - not an 'evaluator'). If you would like, I would be glad
to send examples of scoring rubrics I am using for standard course
assignments in Intro Psych via an attached file (egads!!). . . They are in a
state of evolution, but may be of some use.
Time to get back to dealing with the end of semester chaos !
Best wishes,
Sandra Nagel Randall
