The importance of monitoring and assessing the subjects that are taught and the effective learning have been shown by research results. In this document we mention how to monitor these conditions for the purpose of improvement in teaching and learning. Moreover, our evaluation and assessment is continuously examined for improvements. For the most effective system to monitor and measure learning cognitive and non-cognitive we need quantitative and qualitative evaluation and assessment to effectively address the issues that need improvement. We only present the qualitative evaluation. We need to measure learning outcomes by measuring what has been learned and how well it has been learned. Measuring students' learning is an integral part of our educational process. By conducting formative assessment and continuous improvement of our programs we achieve our objectives. It has been known that in order to use assessment surveys to improve educational quality both in teaching and learning we conduct our surveys by teachers (faculty) and head of units. For this to be practical our surveys need to be flexible and should be tailored according to the university departments and units. We need to focus on learning acquisition for measuring what students learn and how well they learn and our goal is to make sure that our students reach their fullest potentials. Therefore, for each program we need to define what acceptable level of learning and achievements from students are acceptable and improve our programs according to the outcomes. Assumption for Classroom Assessment 1. The quality of student learning is directly related to the quality of teaching. Therefore, to improve learning we must improve teaching. 2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to go specific, comprehensible feedback on the extent to which they are achieving those goals and objectives. 3. To improve learning students need to receive feedback “early and often” and they also need to assess their own learning. 4. The type of assessment that improves teaching and learning is the one conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching. 5. Classroom assessment can assist faculty to become more knowledgeable, involved, and successful. 6. Classroom Assessment does not require specialized training. 7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty and students enhance learning and personal satisfaction. Thomas Angelo, Patricia Cross Assessment Cycle Summary 1. Set learning goals and objectives 2. Design strategies to accomplish objectives 3. Determine areas and methods of assessment 4. Gather assessment data 5. Analyze and interpret findings 6. Make appropriate changes (to improve learning). Go to step 1 ASSESSMENT TECHNIQUES
Categories of Cognitive Skills
Terms to Avoid and Terms to Use in Assessment • Words Open to many interpretations: to believe, to understand, to really understand, to appreciate, to fully appreciate, to know, to have faith in, to enjoy, to grasp the significance of. • Words Open to fewer interpretations: to compute, to recite, to identify. Using the Results What will improve student's learning? Respond to convincing evidence at any point in the assessment cycle. Assessment evidence should show what students have learned and what processes contributed to that learning. Using the Results What Should Be Changed? Are current learning strategies, curriculum and instructions effective? Are the assessment methods measuring appropriately? Are the goals and objectives appropriate? Are documentation and records clear for the long term? Methods of Assessment of Undergraduate Majors Course grades Independent work Oral presentation Portfolio of course work Interviews of students Examinations Capstone source Employment and satisfaction (Supporting Assessment in Undergraduate Mathematics) SAUM-MAA&NSF REFERENCES CLASSROOM ASSESSMENT TECHNIQUES A Handbook for College Teachers, by Thomas A. Angelo and K. Patricia Cross, Jossey Bass 2 nd ed. 1993. ISBN 1-55542-500-3 l DESIGNING & ASSESSING COURSES & CURRICULA A Practical Guide by Robert M. Diamond 1998. ISBN 0-7879-1030-9 |
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