student assessment and teacher evaluation
Published on Nov 27, 2015
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student assessment and teacher evaluation
Stephanie Lechuga Peña, MSW
Untitled Slide
Photo by Rajiv Patel (Rajiv's View)
why do student assessment?
d.Provides gatekeeping for students
e.Grading is one way to assess a students learning
a. Accountability and Measureable Outcomes
b. SW Programs compete for students and often is based on rankings
c. Rankings driving faculty activities
e.Grading is one way to assess a students learning
a. Accountability and Measureable Outcomes
b. SW Programs compete for students and often is based on rankings
c. Rankings driving faculty activities
Photo by Giridhar-Photography
formative
1. To provide feedback to improve performance
2. Fox-Internal, judging performance as the semester unfolds, while learning activities are in progress, less on the outcome and more on the progression
Examples.
a. 1 minute response after a class what they learned,
b.interim min-assignments
2. Fox-Internal, judging performance as the semester unfolds, while learning activities are in progress, less on the outcome and more on the progression
Examples.
a. 1 minute response after a class what they learned,
b.interim min-assignments
Photo by giulia.forsythe
summative
Fox-External student learning relative to standards at a particular point in time,
it focuses on the outcomes
Examples include:
Essays,
Papers
Exams
Case Studies
it focuses on the outcomes
Examples include:
Essays,
Papers
Exams
Case Studies
Photo by giulia.forsythe
grade inflation
A, b, C or Pass, Fail, Marignal pass
How do you read the papers, do you grade them blindly, do you grade them in terms of the other papers, do you accept drafts, rewriting, late papers,
When to return papers? Before or after class, discuss the papers as a whole?
Fox-Rubric, A vs, C student, be clear Papers,
Plagiarism
Challenging your grade you gave them
Contracting for grade, re-turning in papers
Providing written feedback beyond just the grade
Class participation as part of their final grade? What percent
Ultimately, be clear about the expectations, and connect them to the course goals.
Assess the Product Not the person!
How do you read the papers, do you grade them blindly, do you grade them in terms of the other papers, do you accept drafts, rewriting, late papers,
When to return papers? Before or after class, discuss the papers as a whole?
Fox-Rubric, A vs, C student, be clear Papers,
Plagiarism
Challenging your grade you gave them
Contracting for grade, re-turning in papers
Providing written feedback beyond just the grade
Class participation as part of their final grade? What percent
Ultimately, be clear about the expectations, and connect them to the course goals.
Assess the Product Not the person!
Photo by ragesoss
Self Assessment
- What have you learned in this class?
- What areas could you grow in?
- How would you do things differently next time?
Self assessment-
Assess strengths, areas for growth and achievement
Think of this class and answer the following
What are your strengths in this class?
What areas would you look to grow in?
What are your achievements?
Assess strengths, areas for growth and achievement
Think of this class and answer the following
What are your strengths in this class?
What areas would you look to grow in?
What are your achievements?
Photo by UNDP in Europe and Central Asia
why do teacher evaluation?
VIDEO:
https://www.youtube.com/watch?v=RUGaxF6g2bg
provides feedback for teachers and administrators‘, Impacts Tenure and promotion, merit,
contract renewal
Examples, Students mid-quarter evals, End of Semester Evals, peer observation
https://www.youtube.com/watch?v=RUGaxF6g2bg
provides feedback for teachers and administrators‘, Impacts Tenure and promotion, merit,
contract renewal
Examples, Students mid-quarter evals, End of Semester Evals, peer observation
Untitled Slide
-Formative-Goals are to strengthen or improve teacher performance
i. Is examined by delivery of content and quality of implementation
ii. Data to improve as the teaching unfolds
iii. Places responsibility on both you and the students
b. Oral, written feedback, journal, one-minute reflections
Summative-Examines outcomes or end results
1. After instruction, every few months or once a year
2. Happens to late in the learning path to make adjustments for the current class
ii. Impacts Tenure and promotion, merit, contract renewal
i. Is examined by delivery of content and quality of implementation
ii. Data to improve as the teaching unfolds
iii. Places responsibility on both you and the students
b. Oral, written feedback, journal, one-minute reflections
Summative-Examines outcomes or end results
1. After instruction, every few months or once a year
2. Happens to late in the learning path to make adjustments for the current class
ii. Impacts Tenure and promotion, merit, contract renewal
Photo by teachandlearn
Untitled Slide
ix. Correlates of teaching evals,
women rated more highly than men,
rated on organization,
prompt feedback,
clear grading policies and rapport with students,
elective courses higher than required courses ( what if you are always teaching required courses).
Gender differences, time of day, faculty of color
What does this mean for tenure and promotion?
women rated more highly than men,
rated on organization,
prompt feedback,
clear grading policies and rapport with students,
elective courses higher than required courses ( what if you are always teaching required courses).
Gender differences, time of day, faculty of color
What does this mean for tenure and promotion?
Photo by Occupy* Posters
Untitled Slide
Social implications
Used to being the ones graded.
More time on scholarship than on student evaluations
Doctoral students teaching
1. Documenting their achievement in teaching
a. Assignments, activities, revised or new syllabi
b. Teaching philosophy
c. Teacher ratings
d. Courses taught
e. Letters or statements from colleagues or students
Video:
https://www.youtube.com/watch?v=W0fJKvdjQgs
Used to being the ones graded.
More time on scholarship than on student evaluations
Doctoral students teaching
1. Documenting their achievement in teaching
a. Assignments, activities, revised or new syllabi
b. Teaching philosophy
c. Teacher ratings
d. Courses taught
e. Letters or statements from colleagues or students
Video:
https://www.youtube.com/watch?v=W0fJKvdjQgs
Photo by The Daring Librarian
TEaching philosophy
- What are three words to describe your teaching?
- What is one theoretical framework you use?
- What is one approach you would use or currently use in the classroom?
