1. Assessment and Feedback
Intro to College Teaching 2
November 14, 2007
Esther Leibovich (Ecology & Evolution)
& Lara Pudwell (Mathematics)

2. What is Assessment?
the process of documenting, usually in measurable terms, knowledge, skills, and the like
the process of determining how well course goals have been achieved
important both for students and for the instructor

3. Assessment topics Grades Non-graded assessment Giving Feedback
Purpose
Grading philosophies
Grading non-written assignments
Non-graded assessment
Giving Feedback
Detecting Cheating
Grading Variations
Self-assessment
Peer-Assessment
Contract grading
Grading Penalties
Extra Credit
Curving

4. What do we use grades for?
To motivate students
To reward effort
To help students successfully identify good work
To punish students for lack of effort
To rank students for higher-level courses or grad school
To inform the teacher about what students have and have not learned
Most importantly, we use grades to communicate the extent of student learning (how well they have achieved the course objectives)

5. Grading Philosophies
How do your grading policies motivate your students?
“whip technique” pushes students to learn based on a fear of receiving a poor grade (grade-centric)
“carrot technique” encourages students to earn the reward of a good grade (learning-centered)
Are grades “given” or “earned”?

6. Frequency of assessment
Assess student learning as frequently as possible!
The more grades you have, the more reliable the overall final grade will be.
If you start early, you show your students that you are serious and expect them to keep up all along.
Start early to measure comprehension, then later test recall and interpretation.
Early and frequent assessments also allow you to monitor whether you are teaching effectively.
Early and frequent assessments allow you to better adjust your teaching and your students’ study strategies.

7. Other assessment considerations
What goals are being assessed?
Reasonable limits of time required.
Flexibility?
Frequency?
Using Rubrics

8. Writing Rubrics and Keys
Forces instructor to consider what goals are being tested
Can give students a sense of justice about their grades
May include partial credit

9. Non-written assignments
Examples of non-written assignments include but are not limited to:
Debates
Presentations (individual and group)
Leading discussions
Oral exams
Conversations and class discussions
While designing oral assignments, it is important to consider how you intend to grade them.

10. Grading non-written assignments
As with written assignments, be clear with your students about what you expect. Let them know what your grading criteria will be, and include a rubric if possible.
Decide what criteria you will use to assign grades, such as: clarity, content, organization, delivery, etc.
On the class sakai website, we have included a list of websites that have sample rubrics and more guidelines for grading these types of assignments.

11. Class Participation
Should class attendance and participation play a role in final grade determination?
Why might a teacher want to include attendance and participation in a grading scheme?
What problems might arise as a result?
How else to motivate students without using grades?

12. Sample rubric for grading non-written assignments

13. Ideas for non-graded assessment
Attendance quizzes
Have students present problems/mini discussions in class
Participation in web forums (e.g. Sakai)
Maintain an interactive classroom
Minute papers, quizzes

14. Giving Feedback Grading as a dialogue…
Positive comments do more than stroke fragile egos. Tell them what you liked and why.
Negative comments should be accompanied by suggestions for improvement.

15. Feedback can… Give suggestions for improvement Explain mistakes
Focus on level of critical analysis
Focus on argument
Focus on overall impressions
Tell what has been done badly
Focus on subject matter
Correct mistakes
Tell the grade
Focus on use of supporting evidence
The Teaching Professor, June/July 2002, p. 3

16. 5 characteristics of unhelpful feedback
Uses technical language
Difficult to read
Not enough info to be helpful
Too impersonal
Too general or vague
The Teaching Professor, June/July 2002, p. 3

17. 10 Characteristics of Effective Feedback
Solicited
Attentive, Caring, and Respectful
Collaborative
Well-timed
Clear and direct
Specific
Directed at behavior the person can change
Focused on a limited range of behavior at a time
Rounded or balanced
Provides direction for improvement
The Teaching Professor, December 2003, p. 5

18. Teaching Through Comments (Adapted from Filene Appendix 8.1)
Identify strengths. How can strengths be used to repair weaknesses?
Identify the biggest problems.
Try to phrase questions so they cannot just be answered with “yes” or “no”
Avoid identifying problems without suggesting ways to repair them.
When something is good, explain why.
Avoid doing the students’ work for them. Let them make the corrections.
Minimize comments in the margins. Try to put most writing into a succinct well-thought-out comment at the end.
Be kind. Assume the students have tried their best.
Keep notes for yourself about the students’ performance (strengths and weaknesses) or keep a copy of your comments so you can track progress over time.

19. Detecting/Responding to Cheating
Make standards clear ahead of time.
Google suspicious work.
Build an airtight case.
Don’t let students get away with it.
Consult the Rutgers Policy on Academic Integrity at (
The Teaching Professor, August/September 2004, p. 3

20. Self-Assessment and Peer-Assessment
Pros
Students discover their own mistakes
Reinforces student learning
Immediate feedback
May reduce student-teacher conflict and student anxiety
Cons
Possibility of cheating
Grade inflation
College Teaching, Vol 55, No. 2 (Spring 2007), p

21. Contract Grading
Alternate form of grading with the goal of putting learning more in students’ hands
Students and professors agree on an individualized “contract” at the start of the semester concerning grades, weighting of grades, etc.
Grades may depend on effort rather than comprehension.
Pushes students to evaluate personal strengths and weaknesses
May require more effort from instructor

22. Grading Penalties
Be clear and consistent about grading policies. Include them in your course syllabus.
Many teachers also explain policies for delinquency, such as penalties for late work, missing exams, and poor attendance.
Many teachers feel that laying out penalties for every foreseeable infraction ahead of time gives students control over their own behavior because they are aware of the consequences. Others feel that this shows a fear of “losing control” of one’s students.

23. Extra Credit Considerations: Grade insurance
Is this going to help your students present you with evidence that they have achieved course objectives?
Does the assignment encourage grade-centered or learning-centered study?
Is this assignment being offered to all students?
Grade insurance

24. To Curve or not to Curve?
Curving grades involves comparing students to each other.
There are many different ways to curve grades.
Grading without a curve bases grades on a predetermined set of standards.
When you set standards, be sure to be clear and communicate to your students what they are!

25. Your assignment Review your course syllabus: Next class: November 28:
Are your grading policies clearly stated?
How do you plan to grade different types of assignments and activities you have included?
Consider what values your grading policies convey to students.
Next class: November 28:
Bring in polished copy of syllabus, and any other assignments, lectures, etc. you have prepared. This will be handed in.
Be prepared to describe your class and spend 5 minutes telling about your favorite course innovations.
Post your course syllabus to Sakai.