Alternative Strategies for Evaluating Student Learning New Directions for Teaching and Learning, Number 100

, by Achacoso, Michelle V.; Svinicki, Marilla D.

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ISBN: 9780787979706 | 0787979708
Cover: Paperback
Copyright: 3/17/2005

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Although new forms of learning call for new forms of assessment, many faculty struggle to find different ways of testing their students' achievements. This issue introduces readers to both theory and practical examples of innovations in assessment in the college classroom. Examples include authentic testing, testing with multimedia, portfolios, visual synthesis, and performance-based testing, among others. Contributors also argue that student performance on exams can be improved by techniques that can be implemented both before and after the exam to make the students better learners. This is the 100th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning.

EDITORS' NOTES

(2)

Michelle V. Achacoso, Marilla D. Svinicki

PART ONE: FUNDAMENTALS OF ASSESSING LEARNING

(18)

1. Assessment Theory for College Classrooms

(10)

Susan M. Brookhart

All assessment, not just new assessment, should be based on sound measurement principles. In this chapter, principles of good classroom measurement practice are reviewed.

2. Assessing Fundamentals in Every Course Through Mastery Learning

(8)

J. Ronald Gentile

In every course some fundamental concepts must be mastered. This author suggests adopting a mastery learning approach for those fundamentals.

PART TWO: DEMAND FOR AUTHENTIC ASSESSMENT COMES IN MANY FORMS

(52)

3. Authentic Assessment: Testing in Reality

(8)

Marilla D. Svinicki

Recent revisions in the curriculum and instructional practices call for a different type of assessment from the standard in-class test.

4. Developing a Student-Based Evaluation Tool for Authentic Assessment

(6)

Joseph M. La Lopa

Sometimes having students participate in assessment decisions can be a lesson in itself.

5. Student Portfolios: An Alternative Way of Encouraging and Evaluating Student Learning

(6)

Carmel Parker White

Portfolios are a popular and authentic strategy for evaluating the type of hands-on learning that is becoming more prevalent.

6. Alternative Assessment in a Mathematics Course

(12)

Nancy J. Simpson

Even in as traditional a subject as mathematics, a creative instructor can use innovative testing strategies.

7. Assessing Performance in Problem-Based Service-Learning Projects

(10)

Tim O. Peterson

Learning in a real setting creates challenges for an instructor to be both true to the setting and rigorous in the evaluation of student learning.

8. Performance-Based Assessment: Improving the Value of Laboratory and Skills Examinations

(10)

Judy M. Silvestrone

Many disciplines have performance-based assessment needs. This author describes the considerations that an instructor must weigh in designing appropriate criteria for performance.

PART THREE: INFLUENCE OF TECHNOLOGY ON ASSESSMENT POSSIBILITIES

(14)

9. Aligning Paper Tests with Multimedia Instruction

(6)

Scott L. Howell

Although multimedia instruction becomes more and more prevalent, the assessment that often accompanies it fails to live up to its potential.

10. Computerized Testing in Large Courses: A Case Study

(6)

John F. Kremer

Assessment in large classes poses a real challenge for which technology offers some possibilities.

PART FOUR: MOVING BEYOND THE INDIVIDUAL TO GROUP TESTS

(20)

11. Group Exams in Science Courses

(6)

Linda C. Hodges

Because so much real science is done collaboratively, should science be learned and evaluated that way as well? This author considers what happens when students in science classes are tested in groups.

12. Making Student Thinking Visible by Examining Discussion During Group Testing

(6)

Theresa Castor

An interesting way to determine what is happening in group tests is to analyze the actual conversations that occur.

13. Two Examples of Group Exams from Communication and Engineering

101

(6)

Karin L. Sandell, Lonnie Welch

Examples are given of two different classroom environments in which group testing was adopted. The disciplinary differences provided both challenges and possibilities.

PART FIVE: IMPROVING ASSESSMENT BY IMPROVING THE STUDENTS

107

(14)

14. Using Practice Tests on a Regular Basis to Improve Student Learning

109

(6)

Margaret K. Snooks

Regular in-class testing allows students to prepare more effectively for any form of assessment.

15. Post-Test Analysis: A Tool for Developing Students' Metacognitive Awareness and Self-Regulation

115

(6)

Michelle V. Achacoso

The end of a test does not have to signal the end of learning. In fact, a lot can be gained by having students review their test performance.

INDEX

121

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Alternative Strategies for Evaluating Student Learning New Directions for Teaching and Learning, Number 100

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Supplemental Materials