Name: Description: What to do with the data: Time required: Minute paper [2] During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?" and, "What point remains least clear to you?” The purpose is to elicit data about students' comprehension of a particular class session. Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments. Prep: Low In class: Low Analysis: Low Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope. Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning. Prep: Low In class: Low Analysis: Low Memory matrix Students fill in cells of a diagram for which instructor has provided labels. For example, in a music course, labels might be periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts. Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s). Prep: Med In class: Med Analysis: Med Directed paraphrasing Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts. Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs. Prep: Low In Med Analysis: Med One-sentence summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, Evaluate the quality of each summary quickly and holistically. Note whether students have identified the Prep: Low In class: Med
not account for — rather than make exceptions for it myself. I also noticed that the rubric is actually looking for two skills – not one – in each category. In both categories, it implicitly identifies being able to complete the task “without having the article in front of him/her,” meaning that the rubric is also attempting to measure recall, as well as comprehension. For the assignment, I only wanted to measure comprehension of main ideas and supporting details. While I am not inclined to use this rubric again, I do believe that using rubrics is useful in articulating expectations – both to myself as a teacher and to my students. I will use the experience to help me better determine which rubrics might be most effective for my classroom instruction. Rubric Used to Evaluate Assessment tool: Malchow CATEGORY 4 3 2 1 Identifies important information Student all the main points of the article without having the article in front of him/her. The student lists all the main points, but uses the article for reference. The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. The student cannot list important information with accuracy. Identifies details Student recalls several details for each main point without referring to the article. Student recalls several details for each main point, but needs to refer to the article, occasionally. Student is able to locate most of the details when looking at the article. Student cannot locate details with accuracy
authentic if real world situations are used Oral Speech easily graded with rubric allows students to see and learn what each student learned connects general education goals with discipline-specific courses difficult for ESL students stressful for students takes course time must fairly grade course content beyond delivery Debate provides immediate feedback to the student reveals thinking and ability to respond based on background knowledge and critical thinking ability requires good rubric more than one evaluator is helpful difficult for ESL students stressful for students takes course time Product Creation & Special Reports students can display skills. knowledge, and abilities in a way that is suited to them must have clearly defined criteria and evaluative measures "the look" cannot over-ride the content displays original synthetic thinking on the part of the student perhaps the best way to display overall high level thinking and articulation abilities more difficult to requiring a checklist or rubric for a variety of different answers difficult for some students to do on the spot provides the students with a clear record of their work and growth best evidence of growth and change over time students can display skills. knowledge, and abilities in a way that is suited to them promotes self-assessment time consuming to grade different content in portfolio makes evaluating difficult and may require training bulky to manage depending on size Exit Surveys provides good summative data easy to manage data if responses are used Likert scales limit feedback, responses are bulky to manage, Performance provides best display of skills and abilities provides excellent opportunity for peer review students can display skills. knowledge, and abilities in a way that is suited to them stressful for students may take course time some students may take the evaluation very hard - evaluative statements must be carefully framed best method to measure growth overtime with regards to a course or program - cumulative focus and breadth of assessment are important understanding all the variables to produce assessment results is also important may result in additional course requirements requires coordination and agreement on standards