Evaluating the Assessment | Origin: ED136
This is a general discussion forum for the following learning topic:
Assessment Alternatives for Instructors --> Evaluating the Assessment
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I have learned about Fink's taxonomy and the value of alternate assessments. I think it might help the students to talk more in class about why we have the tests we have in class, why we assess the way we assess in lab, and why the NCLEX tests how it tests. I think the students forget that there has to be a knowledge base to safely perform the skills and all parts need to be in place to be a safely practicing nurse.
I think oral assessments could be used more in nursing; especially with AI making it easier to cheat on written assignments.
Comment on Carly Straight's post: I totally agree Carly that it's important to assess what students think about the assessing method or process. Students need to be a part of creating the best method of evaluating their knowledge of any education provided.
When evaluating the assessment type used, it is important to check the validity and reliability of the assessment. Validity will evaluate the results for how clear and logically sound the results are. Reliability evaluates the accuracy and dependability of the results.
When planning the course activities, the instructor will need to begin with a list of outcomes (the end result of the course). Once outcomes have been written, decide on the assessment methods to be used. These assessment methods can be formative and summative. The formative assessments will occur more frequently and can be alternative and traditional in nature. As the formative activities are being completed, the students' knowledge, application of the concepts and problem-solving ability are evaluated. The instructor uses that information to evaluate the information the students will need in the next meeting.
There are many ways of using formative assessments, both live and in online courses. A few examples may be simulation, reflective journals, case studies, portfolios, etc. With each assignment, clear instructions should be provided in a graded or ungraded rubric.
The clearest/muddiest thing seems to be pretty simple and useful.
I have a lot of group work. I like the idea of creating a rubric for group participation, giving it to students ahead of time and using it to score their participation and work in the group.
I feel like this course is one that can be reviewed intermittently to determine if different strategies might be applicable to different students.
The various types of assessments and the cycle of using them.
I love the "Clearest point/ Muddiest point" question posed to students as a TPS at the end of class. It's such a good way to collect quick feedback and assess their learning, while making them reflect & synthesize what they learned.
I learned that evaluating assessments in the classroom involves analyzing the effectiveness of the assessment methods used to measure student's learning and understanding. This process includes assessing the alignment of assessments with learning objectives, the validity and reliability of assessment tools, the fairness and inclusivity of assessment practices, and the feedback provided to students. Evaluating assessments also involves considering the impact of assessments on student motivation, engagement, and learning outcomes, as well as identifying areas for improvement in assessment strategies and practices. By evaluating assessments in a classroom, I learned that I can ensure that my assessments are meaningful, relevant, and reflective of students' progress and achievements, leading to enhanced teaching and learning experiences.
As an instructor and sometimes a student, I believe that the Muddiest/Clearest Point technique would benefit me the most.
I have learned the circle and how effective it can be in evaluating the teaching process. Also how rubrics can be used. Alternative assessment is also a big part of the lesson.
This section highlighted a variety of options for assessment. I really appreciated the resource listing. I am always looking for new ways to provide students with rubrics to aid in their learning journey.
This section stressed the importance of assessments beyond the typical multiple-choice exam. It is important to allow students the opportunity to express the knowledge they've gained in multiple ways, and perhaps in ways that are closer to their preferred styles of learning. This allows for deeper understanding as opposed to memorization, which does not always translate to long-term retention.
In this module, I learn that there are many alternative assessments that I can apply in my classroom.
In my experience, I've certainly noticed students benefit most from authentic/alternative and formative assesments. It gives them the opportunity to invest in their learning beyond memorization. I learned most about rubrics, which I look forward to further incorporating and tweaking as I progress.
I think that finding creative, non-threatening formative assessments, such as the Muddiest/Clearest Point technique could be extremely valuable to assess teaching and learning and could be a low-stakes way for students to gauge themselves.
I believed that Reflective technique of assessment is more useful for me because it involves reflecting back to the speaker what it is you believe they mean. It also increases our own undrstanding, and helps the speaker clarify her/his thoughts. This would improve the way I learn and work.
I find that I use many assessment techniques throughout the courses I teach. This module, however, re-emphasized to me the importance of having a rubric for nearly all of the assessments. I would like to use the reflective technique more often in the course, although I think creating an objective rubric of a subjective thought process, could be more challenging.
