I didn't realize there were so many different types of assessments. I do use all of these types in my courses.
Linking any of these to real life examples and how they can apply it is the key to it all. I came into a department and the assessments seemed random. Like they were just slapped together to make a project longer. I said to myself that they were nothing like reality and I went about revising them to more accurately reflect real-world examples. Now when students ask why they are doing this assessment, I can say that it is exactly like a scenario encountered in real life and give an example. Makes it more desireable and more informative.
I have used most of these assessment tools.
This section made me aware of several options available to gauge student progress and understanding of the material.
A pre-test/post-test is a good diagnostic assessment to utilize to measure learning.
This module prvided me with the proper knowledge and techniques on doing diagnostic, formative, and summative assessments and to gauge student effective learning as well as inmproving instructor;s teaching methods.
Dr. Anton Hawatmeh
The concept of the muddiest point or 1-2-3 allows the instructor to gauge what knowledge has been retained and what could use a review. I will be sure to implement this into my teaching.
There is not just one way to assess. Students can even assess each other.
I understand the assessment concepts but I do not understand why they need to be anonymous; many of the types of formative assessments were directed to be anonymous which doesn't really make sense to me.
I learned that assessments are better than evaluations
Discussed how to space types of assessments and how to use different types of assessments.
I learned that I should use some diagnoitic formative assessments for my students.
Muddiest and 1-2-3 diagnostic testing is something I have always done but did not know the it had a name other than diagnostic testing. This section did a good job at explaining formative and summative testing.
I didn't know there was a real difference between assessment and evaluation.
Think-Pair- Share, according to my experience, is considered the best foundiation for group work. I always adopt this technique in my courses!
This module was very interesting to me. I worked at a school where we would give them an assessment to see how much they knew about the Medical Assistant Program. By doing the assessment some students after taking it decided that this was not for them and they were able to move on to a different program. Now I know that there are different kinds of tools that can be used to see where the student will be at on his new journey.
Assessment aligned with objectives and outcomes is used both to gauge student success and to evaluate the course for effectiveness and completeness. It measures both student and instructor success. Assessment may be formative, conducted while the course progresses, or summative, taking place at the end of the course. In addition to standard quizzess, reports and projects, formative assessments may be conducted using quizzes, the 1-2-3, or muddiest point methods. Summative assessment is typically a final exam and can be used to determine re-design needs for the course as well as proving student success. Assessment must always be aligned with objectives at the correct level of learning identified in a standard taxonomy, such as Bloom's.
I had not heard of the "muddiest point" or "1, 2, 3 - List". They were interesting concepts. I might be able to to utilize them after intially teaching the concepts. Students do not come into the program with any foundation. However, there are times when the skills build on prior knowledge and these two techniques may be useful.
Assessment should guide the instruction and the content objectives should guide the type of assessment.
Always use some form of diagnostic assessment based on the timeframe and content. This not only provide critical infor mation about building foundation for the course but the level of individuals' knowledge base about the subject.
