assessment and effective grading practices david w. kale, ph.d. director of assessment mount vernon...

ASSESSMENT AND ASSESSMENT AND EFFECTIVE GRADING EFFECTIVE GRADING

PRACTICESPRACTICES

DAVID W. KALE, PH.D.DAVID W. KALE, PH.D.DIRECTOR OF ASSESSMENTDIRECTOR OF ASSESSMENTMOUNT VERNON NAZARENE MOUNT VERNON NAZARENE

UNIVERISTYUNIVERISTY

ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

• Most of the ideas in this workshop Most of the ideas in this workshop come from two excellent books on the come from two excellent books on the topic. One is topic. One is Effective Grading: A Tool Effective Grading: A Tool for Learning and Assessmentfor Learning and Assessment by by Barbara Walvoord and Virginia Johnson Barbara Walvoord and Virginia Johnson AndersonAnderson. Any really good ideas you . Any really good ideas you hear in this session probably came hear in this session probably came from that book or from that book or Knowing What Knowing What Students KnowStudents Know by the National by the National Research CouncilResearch Council..

WORKSHOP OBJECTIVESWORKSHOP OBJECTIVES

• 1. Faculty will be able to relate principles 1. Faculty will be able to relate principles of effective grading to their courses;of effective grading to their courses;

• 2. Faculty will be able to discern various 2. Faculty will be able to discern various levels of learning in their courses;levels of learning in their courses;

• 3. Faculty will be better able to use grades 3. Faculty will be better able to use grades for motivation, organization and for motivation, organization and evaluation;evaluation;

• 4. Faculty will be able to use grading to 4. Faculty will be able to use grading to more effectively reflect student learning.more effectively reflect student learning.

WORKSHOP OUTLINEWORKSHOP OUTLINE

1.1. Principles of effective gradingPrinciples of effective grading

2.2. Motivating students with gradesMotivating students with grades

3.3. The Assessment TriangleThe Assessment Triangle

4.4. Linking Assessment with GradesLinking Assessment with Grades

5.5. Linking Assessment, Grading and Linking Assessment, Grading and Classroom ActivitiesClassroom Activities

GUIDING PRINCIPLES FOR GUIDING PRINCIPLES FOR EFFECTIVE GRADINGEFFECTIVE GRADING

SUPERIOR

Principle #1 Principle #1 Appreciate the complexity of Appreciate the complexity of

gradinggrading• No grading system is immutably right No grading system is immutably right

by some external, eternal standard.by some external, eternal standard.

• Collaborate with students to Collaborate with students to make make the grading process meaningfulthe grading process meaningful to to them and to you.them and to you.

• The goal is to construct a system The goal is to construct a system that will that will lead to meaningful changelead to meaningful change for both you and the students.for both you and the students.

Principle #1 Principle #1 Appreciate the complexity of Appreciate the complexity of

grading (con’t)grading (con’t)• The purpose of grades is to provide a The purpose of grades is to provide a

means of:means of:

(1) (1) EvaluationEvaluation,,

(2) (2) CommunicationCommunication,,

(3) (3) MotivationMotivation, and, and

(4) (4) Organization.Organization.

This is a large order for any grading This is a large order for any grading process to achieve well.process to achieve well.

Principle #2 Principle #2 Substitute Judgments for Substitute Judgments for

ObjectivityObjectivity• Recognize that grading is a Recognize that grading is a

professional judgmentprofessional judgment influenced by influenced by a wide variety of factors.a wide variety of factors.

• These factors are meaningful to you These factors are meaningful to you and you will and you will work to make them work to make them meaningful to your studentsmeaningful to your students..

Principle #3 Principle #3 Distribute time effectivelyDistribute time effectively

• Recognize the time necessary to Recognize the time necessary to make a make a consistent, thoughtful, consistent, thoughtful, professional judgmentprofessional judgment..

Principle #4 Principle #4 Be Open to ChangeBe Open to Change

• Be ready to make changes when Be ready to make changes when students are not demonstrating students are not demonstrating the the learning you want to see in themlearning you want to see in them. .

• If changes in the grading system are to If changes in the grading system are to be made in the middle of a course be made in the middle of a course (which hopefully will not often be (which hopefully will not often be necessary), be very clear with students necessary), be very clear with students as to as to whatwhat is being changed, is being changed, whywhy it is it is being changed and being changed and whenwhen the changes the changes take effect.take effect.

Principle #5 Principle #5 Communicate and collaborate Communicate and collaborate

with your studentswith your students• The The more actively students are more actively students are

involvedinvolved in the learning process, the in the learning process, the better they will understand your better they will understand your grading system.grading system.

• Clearly explain your Clearly explain your criteria and your criteria and your standards for effective performancestandards for effective performance. . (Rubrics really help here, but that is (Rubrics really help here, but that is the topic for another workshop.)the topic for another workshop.)

Principle #6 Principle #6 Remember, Student learning Remember, Student learning

is your primary goal.is your primary goal.• Give students a picture of Give students a picture of how a how a

professional would judge their workprofessional would judge their work..

• Support your judgments with Support your judgments with clear and clear and fullfull explanations. explanations.

• Provide information on Provide information on how students how students can improve.can improve.

• Grades, when used effectively, can be a Grades, when used effectively, can be a powerful powerful motivator motivator of student learning.of student learning.

Principle #7 Principle #7 Be a Teacher First and a Be a Teacher First and a

Gatekeeper LastGatekeeper Last• Use grades for both Use grades for both formative and formative and

summative purposessummative purposes..

• Help guide students through the Help guide students through the process, using grades as a way of process, using grades as a way of helping you and the studentshelping you and the students track track what they have learned.what they have learned.

Principle #8 Principle #8 Encourage Learning Centered Encourage Learning Centered

MotivationsMotivations• Counter student perceptions that:Counter student perceptions that:

1.1. Hard work doesn’t matter;Hard work doesn’t matter;

2.2. They are powerless to affect their own They are powerless to affect their own welfare;welfare;

3.3. Failure is due to circumstances beyond Failure is due to circumstances beyond their control;their control;

4.4. Grades are mostly an indication of who Grades are mostly an indication of who the professor likes or does not like.the professor likes or does not like.

DAILY GRADINGDAILY GRADING

• I am convinced some students enter courses I am convinced some students enter courses asking themselves how they can get through asking themselves how they can get through the course with the course with the least effort possiblethe least effort possible. .

• Others have a sincere desire to learn, but Others have a sincere desire to learn, but want their learning to be want their learning to be recognized and recognized and rewardedrewarded..

• Daily grading both keeps the pressure on the Daily grading both keeps the pressure on the first student and motivates the second first student and motivates the second student. It treats student. It treats learning as something that learning as something that is continuous throughout the courseis continuous throughout the course. .


• The motivational aspect of grading suggests The motivational aspect of grading suggests that students should feel that learning is that students should feel that learning is something that is expected something that is expected in each class in each class periodperiod and not just when the time comes to and not just when the time comes to cram for a test.cram for a test.

• Provide motivation to learn Provide motivation to learn as often as you as often as you cancan, in every class session if possible., in every class session if possible.

• Perhaps there is a Perhaps there is a grade for participationgrade for participation in in discussion which could be as simple as a plus, discussion which could be as simple as a plus, check or minus for each class.check or minus for each class.


• In Senior Colloquium I have In Senior Colloquium I have questions posted questions posted on Blackboardon Blackboard at the beginning of the course at the beginning of the course for all assigned readings.for all assigned readings.

• I tell students their class participation grade I tell students their class participation grade comes largely from comes largely from whether they know the whether they know the answers to those questionsanswers to those questions when I call on when I call on them.them.

• I make an effort to I make an effort to call on every student in call on every student in every class periodevery class period and with 25 students in the and with 25 students in the class I generally accomplish that.class I generally accomplish that.

MOTIVATING STUDENTSMOTIVATING STUDENTS

• Barbara Walvoord has demonstrated Barbara Walvoord has demonstrated that that student motivation can change student motivation can change from one course to another and within from one course to another and within a particular course. a particular course.

• Some students who enter a course Some students who enter a course with a feeling that there is little they with a feeling that there is little they can do to affect their outcome can do to affect their outcome can get can get highly motivatedhighly motivated when they see that when they see that their initial impression was not true.their initial impression was not true.

MOTIVATING STUDENTSMOTIVATING STUDENTS

• A sociologist, talking about teaching a A sociologist, talking about teaching a general education course, “You always get general education course, “You always get the students who are interested right at the the students who are interested right at the start, but the ones I really like, the ones start, but the ones I really like, the ones that get my adrenalin going, are the ones that get my adrenalin going, are the ones who are slouching back, thinking, ‘What a who are slouching back, thinking, ‘What a jerky course this is.’ Then you show them jerky course this is.’ Then you show them what sociologists do, and how much fun it what sociologists do, and how much fun it is, and sometimes, wow, They get it.”is, and sometimes, wow, They get it.”

SCAFFOLDINGSCAFFOLDING

• Establish a building relationship Establish a building relationship among the objectives and the among the objectives and the assignments in the course. Create a assignments in the course. Create a course outline (some call it a course course outline (some call it a course map) which makes clear both:map) which makes clear both:– how the whole course structure holds how the whole course structure holds

together, andtogether, and– how each assignment or test builds on how each assignment or test builds on

what the student has already learned.what the student has already learned.

THE ASSESSMENT TRIANGLETHE ASSESSMENT TRIANGLE

OBSERVATION

COGNITION

INTERPRETATION

PELLEGRINO, ET. AL., KNOWING WHAT STUDENTS KNOW

COGNITIONCOGNITION

• ““In any particular assessment In any particular assessment application, application, a theory of learning in the a theory of learning in the domain is neededdomain is needed to identify the set of to identify the set of knowledge and skills that is important to knowledge and skills that is important to measure for the task at hand, whether measure for the task at hand, whether that be characterizing the competencies that be characterizing the competencies students have acquired thus far or students have acquired thus far or guiding instruction to increase learning.” guiding instruction to increase learning.” Pellegrino, et. Al., Pellegrino, et. Al., Knowing What Knowing What Students KnowStudents Know, p. 44., p. 44.

COGNITIONCOGNITION

• What are the dominant learning What are the dominant learning theories in your area about how theories in your area about how students learn material in that students learn material in that discipline?discipline?

COGNITIONCOGNITION

• Instructional strategies should then lead Instructional strategies should then lead students through the learning process in the students through the learning process in the way which most closely matches the way in way which most closely matches the way in which they learn this material best. which they learn this material best.

• For example, my experience has been that For example, my experience has been that students do not learn good speechmaking students do not learn good speechmaking by reading sample speeches nearly as well by reading sample speeches nearly as well as they learn by giving speeches and getting as they learn by giving speeches and getting prompt feedback on how to improve.prompt feedback on how to improve.

COGNITIONCOGNITION

• As a matter of fact, having students As a matter of fact, having students read speeches mixes the written with read speeches mixes the written with the oral media which could lead the oral media which could lead students to believe that as long as they students to believe that as long as they are good writers they can be good are good writers they can be good speakers. This could be an speakers. This could be an instructional strategy which leads instructional strategy which leads students directly away from the students directly away from the objective I am trying to achieve.objective I am trying to achieve.

COGNITIONCOGNITION

• For most disciplines, students must For most disciplines, students must master a master a first exposure level first exposure level of of learning which is then followed by a learning which is then followed by a higher processing levelhigher processing level..

LEVELS OF LEARNINGLEVELS OF LEARNING

• In teaching Advanced Public Speaking, I always In teaching Advanced Public Speaking, I always found that found that skill in audience analysisskill in audience analysis was an was an important processing objective in that course.important processing objective in that course.

• In the In the firstfirst exposure levelexposure level, students learned , students learned the factors that were important in audience the factors that were important in audience analysis, (e.g., age, culture, level of education, analysis, (e.g., age, culture, level of education, etc.) but (1) using those factors to do an actual etc.) but (1) using those factors to do an actual analysis and then (2) building a speech based analysis and then (2) building a speech based on that analysis were two important on that analysis were two important higher higher level processinglevel processing course objectives. course objectives.


• The The reading for homeworkreading for homework would provide a would provide a review of audience analysis categories review of audience analysis categories students were exposed to in Public Speaking, students were exposed to in Public Speaking, providing a more in depth discussion than providing a more in depth discussion than they had in the earlier course.they had in the earlier course.

• My in-class assessment was to have students My in-class assessment was to have students watch a speech and then work in groups to watch a speech and then work in groups to identify the evidencesidentify the evidences that the speaker had that the speaker had adapted the speech to that particular adapted the speech to that particular audience.audience.


• In Senior Colloquium, familiarizing In Senior Colloquium, familiarizing students with students with the decision making the decision making modelmodel for moral and ethical decisions for moral and ethical decisions was the first exposure level.was the first exposure level.

• I would then have them I would then have them read a case read a case study involving a moral or ethical study involving a moral or ethical decisiondecision as a homework assignment and as a homework assignment and work through the case study in class to work through the case study in class to see if they were at the processing level.see if they were at the processing level.


• This would give me an idea as to This would give me an idea as to how how many case studiesmany case studies I would need to I would need to do in class to help them get to the do in class to help them get to the level of analysis I wanted them to level of analysis I wanted them to achieve.achieve.

• It would also tell me It would also tell me what aspects of what aspects of the modelthe model I needed to emphasize in I needed to emphasize in the case studies.the case studies.


• Hopefully by mid-term exam time they were Hopefully by mid-term exam time they were ready to be ready to be shown a case study for the first shown a case study for the first time when they walked into classtime when they walked into class and then use and then use the decision making model to analyze the case the decision making model to analyze the case as the mid-term exam.as the mid-term exam.

• I remember well how distressed I was the first I remember well how distressed I was the first time I did this and in scoring the tests realized time I did this and in scoring the tests realized that the weakest part of the students answers that the weakest part of the students answers was in was in using Christian principles as the basis using Christian principles as the basis for their decision makingfor their decision making. (:<). (:<)

• I knew I had to make some changes.I knew I had to make some changes.

COGNITIONCOGNITION

• What is the What is the “exposure level”“exposure level” learning learning and what is the and what is the “higher processing “higher processing level”level” learning you want your learning you want your students to acquire in your course?students to acquire in your course?

• Bloom’s TaxonomyBloom’s Taxonomy would be a good would be a good starting place for identifying the starting place for identifying the types of learning students are likely types of learning students are likely to go through in coming to grips with to go through in coming to grips with the material of your discipline. the material of your discipline.

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

• Bloom’s taxonomy is a means of Bloom’s taxonomy is a means of identifying the identifying the level of cognitive level of cognitive processingprocessing you are expecting from you are expecting from students.students.

• This can be applied to the objectives you This can be applied to the objectives you are setting for your course are setting for your course as well as to as well as to the means you are usingthe means you are using to determine to determine the degree to which those objectives are the degree to which those objectives are being achieved.being achieved.

Original Terms New Original Terms New TermsTerms

• EvaluationEvaluation

• SynthesisSynthesis

• AnalysisAnalysis

• ApplicationApplication

• ComprehensionComprehension

• KnowledgeKnowledge

•CreatingCreating

•EvaluatingEvaluating

•AnalysingAnalysing

•ApplyingApplying

•UnderstandingUnderstanding

•RememberingRemembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)


OBSERVATION

COGNITION

INTERPRETATION


OBSERVATIONOBSERVATION

• In this stage you are identifying the In this stage you are identifying the evidenceevidence you would expect to observe you would expect to observe that indicates that a that indicates that a particular level of particular level of learninglearning has taken place. has taken place.

• For each of your course’s objectives, For each of your course’s objectives, identify the evidence that would identify the evidence that would indicate to you indicate to you and the studentand the student that that the objective has been achieved.the objective has been achieved.


OBSERVATION

COGNITION

INTERPRETATION


INTERPRETATIONINTERPRETATION

• Here is where the grading process Here is where the grading process comes in because this is where you comes in because this is where you determine determine the degree to whichthe degree to which the the objective has been achieved.objective has been achieved.

• The grade should therefore be The grade should therefore be closely tied to closely tied to the evidence and to the evidence and to your theoryyour theory about how the learning about how the learning takes place.takes place.

LINKING ASSESSMENT WITH LINKING ASSESSMENT WITH GRADINGGRADING

MAKE YOUR GRADES HIT THE BULL’S EYE OF STUDENT LEARNING

GRADINGGRADING

• Once the evidence of learning Once the evidence of learning pertaining to a particular objective pertaining to a particular objective has been identified, you are then has been identified, you are then ready to attach grades to the various ready to attach grades to the various levels.levels.

• See the examples which are included See the examples which are included in your handout.in your handout.

GRADINGGRADING

• Link your grading to the Link your grading to the level of level of cognitive processing in your cognitive processing in your objectives and your assignmentsobjectives and your assignments. . Assignments and tests that require Assignments and tests that require higher level thinking skills should higher level thinking skills should have have greater weightgreater weight in your grading in your grading scheme.scheme.

LINKING ASSESSMENT WITH LINKING ASSESSMENT WITH OBJECTIVES AND GRADINGOBJECTIVES AND GRADING

• Review the Review the number of questions on number of questions on multiple choice testsmultiple choice tests in light of the in light of the course course objectivesobjectives to which they are linked. to which they are linked.

• Are all questions related to Are all questions related to important important course objectivescourse objectives for a unit or the course? for a unit or the course?

• Do the Do the most important objectivesmost important objectives have the have the most questions associated with them or at most questions associated with them or at least the least the greatest weight in the test greatest weight in the test gradegrade??

LEVELS OF LEARNING AND LEVELS OF LEARNING AND COURSE ASSESSMENTSCOURSE ASSESSMENTS

• Make sure your assessments are lined up with Make sure your assessments are lined up with the level of learning at which you expect the level of learning at which you expect students to perform, whether at the students to perform, whether at the first first exposure level or the higher processing levelexposure level or the higher processing level..

• Don’t ask first exposure type questionsDon’t ask first exposure type questions if you if you are expecting students to be processing at a are expecting students to be processing at a higher level and higher level and don’t ask higher level don’t ask higher level questionsquestions if students are only at the first if students are only at the first exposure level.exposure level.

LINKING ASSESSMENT, LINKING ASSESSMENT, GRADING AND CLASS GRADING AND CLASS

ACTIVITIESACTIVITIES

GRADINGCLASS

ACTVITIES

ASSESS-MENTS

OBJECTIVES


• What are the evidences you will look for to What are the evidences you will look for to indicate that indicate that the student has movedthe student has moved from from the first exposure to the processing level of the first exposure to the processing level of learning?learning?

• What activities will you have planned for What activities will you have planned for your students to your students to help them movehelp them move from the from the exposure level to the processing level? Is exposure level to the processing level? Is there a reading to be done before class, a there a reading to be done before class, a case to be read and analyzed, a set of case to be read and analyzed, a set of problems to be solved, etc.?problems to be solved, etc.?


• What What built in class activitybuilt in class activity can you design to can you design to see whether students have moved from the see whether students have moved from the first exposure level to the higher level first exposure level to the higher level processing level? This becomes an processing level? This becomes an important in-class assessment. The important in-class assessment. The students may consider the activity to be students may consider the activity to be solely instructional, while in fact it may also solely instructional, while in fact it may also have an important assessment purpose.have an important assessment purpose.

• We call this We call this course-embedded assessmentcourse-embedded assessment which may be a case study to analyze, a which may be a case study to analyze, a problem to solve, a group activity to problem to solve, a group activity to complete, etc.complete, etc.


• Note you may have an activity to Note you may have an activity to help students move to a higher level help students move to a higher level and a subsequent activity to and a subsequent activity to determine determine whether students have whether students have moved to the higher levelmoved to the higher level..

• On the other hand, you may have On the other hand, you may have one activity serve both purposes.one activity serve both purposes.


• The key is to use class time as much as The key is to use class time as much as possible for possible for process oriented teachingprocess oriented teaching and use outside of class time for and use outside of class time for first first exposure to the conceptsexposure to the concepts involved. involved.

• By the end of the class period, students By the end of the class period, students should be demonstrating evidence as should be demonstrating evidence as to the to the level of learninglevel of learning at which they at which they are performing.are performing.

THE CLASSROOM “FLIP”THE CLASSROOM “FLIP”

• Jeremy Strayer demonstrated in his Jeremy Strayer demonstrated in his doctoral dissertation research that doctoral dissertation research that students learned just as well when the students learned just as well when the first exposure learning was done first exposure learning was done outside of class, rather than in an in-outside of class, rather than in an in-class lecture, and the application of the class lecture, and the application of the learning was done during the class learning was done during the class period. This has been called the period. This has been called the classroom “flip.”classroom “flip.”


• Sometimes this will require a Sometimes this will require a demonstration by the faculty memberdemonstration by the faculty member of of the process oriented learning you are the process oriented learning you are expecting of the student.expecting of the student.

• You will need to decide whether that You will need to decide whether that demonstration or example can be in demonstration or example can be in reading they do reading they do before class or whether before class or whether it needs to be an in-class it needs to be an in-class demonstrationdemonstration..


• Walvoord gives an example of a Walvoord gives an example of a physics physics professorprofessor who said students could not who said students could not understand a physics text without the understand a physics text without the guidance of a faculty member so he had to guidance of a faculty member so he had to lecture in class. lecture in class.

• Colleagues suggested that he Colleagues suggested that he have his have his lectures videotapedlectures videotaped so students could so students could review them as they read the material review them as they read the material before class and then use class time for before class and then use class time for application purposes.application purposes.


• He has students He has students work in groupswork in groups to do to do homework problems so they taught each homework problems so they taught each other.other.

• If a group got stuck, they could get help If a group got stuck, they could get help from the professor from the professor right when they right when they needed itneeded it. .

• Once that demonstration tape was made, Once that demonstration tape was made, it could be it could be re-used with future classesre-used with future classes..


• Even in Even in large classeslarge classes, the class could , the class could be broken up into groups to work on be broken up into groups to work on problems and call for help from the problems and call for help from the professor when they needed it.professor when they needed it.

• The degree to which groups were The degree to which groups were able to arrive at the correct answers able to arrive at the correct answers on their own was an important on their own was an important in-in-class assessment of student learningclass assessment of student learning..

LARGE CLASSESLARGE CLASSES

• For large classes, break up the class For large classes, break up the class into on-line into on-line discussion groups on discussion groups on BlackboardBlackboard to discuss readings outside to discuss readings outside of class.of class.

• Blackboard will give you the opportunity Blackboard will give you the opportunity to to “drop in” on their discussions“drop in” on their discussions to see if to see if they are being productive and give they are being productive and give comments to them if they are “off comments to them if they are “off track.”track.”

SCIENCE LABSSCIENCE LABS

• Science professors often complain that Science professors often complain that students do not apply the concepts learned students do not apply the concepts learned in the lecture when they get to the in the lecture when they get to the laboratory.laboratory.

• Some science professors require students to Some science professors require students to have a have a “ticket”“ticket” to get into the lab. The to get into the lab. The “ticket” is an explanation, in their own “ticket” is an explanation, in their own words, of the concepts from the lecture or words, of the concepts from the lecture or reading the lab is intended to demonstrate. reading the lab is intended to demonstrate. (Walvoord and Anderson, p. 62-63.)(Walvoord and Anderson, p. 62-63.)


• My experience is that giving students My experience is that giving students questions questions to be answered based on reading assignmentsto be answered based on reading assignments outside of class is an excellent way of preparing outside of class is an excellent way of preparing them to move from the first exposure to the them to move from the first exposure to the process oriented level of learning.process oriented level of learning.

• These questions should be carefully crafted so These questions should be carefully crafted so they do not assume a higher level of learning they do not assume a higher level of learning than what should be expected after first than what should be expected after first exposure, but yet exposure, but yet cause some cognitive cause some cognitive dissonancedissonance with staying at that level. with staying at that level.


• I always tried to include at least one I always tried to include at least one question that students question that students could not could not answer strictly based on the readinganswer strictly based on the reading, , but which could be answered if the but which could be answered if the student gathered some additional student gathered some additional information or did some critical information or did some critical thinking about the issue involved.thinking about the issue involved.


• In Senior Colloquium, students also In Senior Colloquium, students also know that know that debates are coming updebates are coming up in in which they will be expected to debate which they will be expected to debate both sides of a controversial issue.both sides of a controversial issue.

• I emphasize to them that developing I emphasize to them that developing the ability to use the ability to use the decision makingthe decision making modelmodel will help them as they prepare will help them as they prepare for the debates.for the debates.

PRIMARY TRAIT ANALYSISPRIMARY TRAIT ANALYSIS

• Barbara Walwoord has suggested Barbara Walwoord has suggested that we think about the primary that we think about the primary traits we are attempting to develop traits we are attempting to develop in our students.in our students.

• These traits should grow directly out These traits should grow directly out of the course objectives.of the course objectives.

PRIMARY TRAITS IN WORK PRIMARY TRAITS IN WORK RELATED PERFORMANCERELATED PERFORMANCE

• ComprehensionComprehension

• Problem identification and solutionProblem identification and solution

• OrganizationOrganization

• CreativityCreativity

• AnalysisAnalysis

• SynthesisSynthesis

PRIMARY TRAITS IN WORK PRIMARY TRAITS IN WORK RELATED INTERACTIONS WITH RELATED INTERACTIONS WITH

OTHERSOTHERS• CollaborationCollaboration

• Listening skillsListening skills

• Leadership skillsLeadership skills

• Team workTeam work

• Group facilitationGroup facilitation

PRIMARY TRAIT ANALYSIS AND PRIMARY TRAIT ANALYSIS AND LEVELS OF LEARNINGLEVELS OF LEARNING

• For each primary trait you identify, For each primary trait you identify, work out a work out a hierarchy of student hierarchy of student learninglearning which you hope to see which you hope to see students achieve.students achieve.

• What are the What are the levels of learninglevels of learning within within each particular trait?each particular trait?

• What What evidence would you expect to evidence would you expect to seesee that students were performing at that students were performing at a particular level?a particular level?

SUMMARYSUMMARY

1.1. Grading is most effective when it Grading is most effective when it provides as accurate a reflection of provides as accurate a reflection of student learning as we can possible student learning as we can possible achieve.achieve.

2.2. For that to happen, we need to have For that to happen, we need to have as close an association as possible as close an association as possible among course objectives, assessment among course objectives, assessment strategies and classroom activities.strategies and classroom activities.

assessment and effective grading practices david w. kale, ph.d. director of assessment mount vernon...

Documents

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grading process meaningful

complexity of grading

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meaningful change

assessment triangle

student learning

purpose of grades