Preparing for an Academic Career in Geosciences Workshop

Preparing for an Academic Career in Geosciences Workshop: Summer 2011 Student Assessment Rachel O’Brien, Allegheny College

Types of assessment • Formative vs. summative • Qualitative vs. quantitative

Types of assessment • Formative vs. summative • Qualitative vs. quantitative Key point to remember: You can only assess something that is easily measured by a defined metric

Student learning objectives • Start your design of the course—and the assessment--with these in mind • You want to define specific, directly observable actions • We often choose that are hard to measure: know, understand, appreciate

Bloom’s Taxonomy • • • Creating Evaluation Analyzing Applying Explaining, interpreting, classifying Remembering Anderson et al. , 2001. A taxonomy for learning, teaching, and assessing. NY: Longman.

Assessing learning objectives Written assignments (both in and out of class) Exams (either standardized or your own) Written critiques of reports or articles Field books Project/lab reports Poster presentations Speeches and/or debates Professional writing samples Journals

Student feedback is a form of assessment! One minute paper Pre-course survey or inventory In-class surveys Summative surveys

Assessment Rubrics • Provide a documented means for you to explain how a student performed • Best if given out before the assignment/task

Useful references • Angelo, T. A. & Cross, K. P. (1993) Classroom assessment techniques: A handbook for college teaching, 2 nd ed. Josey Bass • Diamond, R. M. (2008) Designing and assessing courses and curricula, 3 rd ed. JW Wiley