Assessment in Higher Education Teaching

What is an assessment? “An assessment is an activity, assigned by the professor, that yields comprehen- sive information for analyzing, discussing, and judging a learner’s performance of valued abilities and skills.” (Huba & Freed, 2000)

Why “assessment”? What’s wrong with ‘testing’ or ‘evaluation’?

“Assessment” has a history By 1970s, changes in college audience and perceptions of college education In 1980s, movement to reform college education begins “Assessment” becomes method of judging quality, adding accountability

Why do assessments? What does a good assessment tell me?

Assessment tells me … “What have my students learned?” “How successful have I been at what I was trying to accomplish?”

Why do assessments? In the context of a course, what benefits can come from a good assessment?

Assessment can … Guide students’ improvement Help students check their progress Help students find weak spots Help students make choices

Assessment can … Set standards Determine fitness for entry for a program or certification Add variety Get students motivated

500 Tips on Assessment (2005) Brown, S., Race, P. and Smith, B. Editor(s): Routledge, London Chapter 2

Selecting an assessment “The first step in assessment of learning is to list your goals for the course. Once you have specified objectives you can determine which kind of assessment is appropriate for each.” (McKeachie, 72)

The assessment toolbox Some terms on types of assessment

The assessment toolbox Norm-referenced: compares student performance to a sample group ex. SAT, ACT, etc

The assessment toolbox Criterion-referenced: compares student perform- ance to a standard - usually a benchmark of skill or knowledge ex. Driver’s License

The assessment toolbox Summative: tests the student’s learning up to a point in time. ex. final exam

The assessment toolbox Formative: tests the student on learning as it happens. ex. quiz, homework

The assessment toolbox Reviewing McKeachie, chapter 6

What are we assessing? “Often, we find that we are assessing not what we really want to assess, but what happens to be easy to assess.”

500 Tips on Assessment (2005) Brown, S., Race, P. and Smith, B. Editor(s): Routledge, London Chapter 3