A lot of good suggestions/ideas given so far -- you can find quite a few more 
examples of alternative assessment ideas on my Authentic Assessment Toolbox 
site at
 
http://jonathan.mueller.faculty.noctrl.edu/toolbox/tasks.htm
 
or
 
http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm
 
Jon
 
 
===============
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[email protected]
http://jonathan.mueller.faculty.noctrl.edu


>>> Carol DeVolder <[email protected]> 1/16/2011 11:07 AM >>>

 Dear TIPSters,
I know this has been discussed previously (repeatedly), but I wonder if you 
might answer a question for me. What is your favorite mechanism of evaluating 
student learning other than an exam? In other words, do you assign a paper? A 
project? What else? The thing that prompted my question is something I read 
from a presentation by Ike Shibley, _23 Practical Strategies to Help New 
Faculty Thrive_, summarized by Mary Bart and disseminated on our campus by our 
Center for Teaching Excellence i9n other words, that's as far as my reference 
citation can go). In the presentation Shibley recommends having multiple means 
of assessment, including "high stakes" assessments such as exams, and "low 
stakes" assessments such as participation points. Personally, I see the low 
stakes assessments such as participation points as "gimme" points and I don't 
like to reward students just for showing up. On the other hand, I'm willing to 
be open about other means and would like to mix things up a bit. So that is the 
basis for my question--what is your ideal mix of "grading opportunities" for 
students?
Thanks,
Carol


-- 
Carol DeVolder, Ph.D.
Professor and Chair, Department of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482

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