Classroom Assessment &

Evaluation Dr. Bridget Miller, Ph.D.

School of Applied

Health and Educational

Psychology

Lessons learned. . . .the hard way1. Don’t let the format/outline of the book

dictate your exam schedule.2. Never assume that students understand

the directions for an assignment.3. ALWAYS photocopy paper/exam before

meeting with student to discuss an Academic Integrity issue.

Purpose of Assessment

Why do we give exams and assignments?

0Student’s perspective?

0Instructor's perspective?

Criteria for Exemplary Evaluation

1. Learning objectives, instruction, and assessment are closely aligned.

Criteria for Exemplary Evaluation

Aligning learning objectives and assessment

Learning Assessment MatrixHHP 3723 - Epidemiology

LEARNING OBJECTIVE ASSESSMENT METHODKnowledge of Epidemiological Principles Exams (MC, short answer,

calculations); Case studies

Develop good oral communication Disease presentation in-class

Develop good written communication Disease research paper

Professional development, time management Attendance

Understanding ethical academic research CITI Training completion certificate; Exams

Critical thinking related to good academic research

Article Critique; Case Studies; Disease research paper

Criteria for Exemplary Evaluation

1. Learning objectives, instruction, and assessment are closely aligned.

2. Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills.

Criteria for Exemplary Evaluation

Formative and Summative Assessment

0Formative 0During the process0Allows for modification of methods

0Summative0After the work period

0BOTH can be formal or informal

Multiple ongoing assessment strategies

Learning Assessment MatrixHHP 3723 - Epidemiology

LEARNING OBJECTIVE ASSESSMENT METHODKnowledge of Epidemiological Principles Exams (MC, short answer,

calculations); Case studies

Develop good oral communication Disease presentation in-class

Develop good written communication Disease research paper

Professional development, time management Attendance

Understanding ethical academic research CITI Training completion certificate; Exams

Critical thinking related to good academic research

Article Critique; Case Studies; Disease research paper

Analyze0Students will:0See patterns0Organize parts0See hidden meanings0ID components

0Question Stems:0What is the purpose of. . . . . .0What ideas justify. . . . . .0What are some of the problems of. . . . . . .

Analyze

0Possible projects/assignments:0Design a questionnaire to gather information0Create a flow chart to demonstrate

relationships0Write a commercial to sell a new product0Analyze a problem from two different

perspectives

Evaluate0Students will:0Compare and discriminate between ideas0Verify value of evidence0Recognize subjectivity0Assess values of theories

0Question Stems:0What is your opinion of. . . . . .0Would it be better if. . . . . .0What are the consequences of . . . . . .

Evaluate

0Possible projects/assignments:0Conduct a debate about an issue of special

interest0Give a persuasive speech arguing for/against0Write a letter to _______ suggesting changes

needed0Prepare a list of criteria to evaluate a

program and justify priority of rankings

Create0Students will:0Use old ideas to create new ones0Relate knowledge from several areas0Predict and draw conclusions

0Question Stems:0Can you design a . . . . . to . . . . .0What would happen if. . . . .0How many different ways can you. . . . .

Create

0Possible projects/assignments:0Create a new product – give it a name and

plan a marketing campaign0Write a new ending for a book0Figure out a plan to lower the risk for _______0Write an advertisement for a product0Design a set of test questions including

correct answers and grading rubric

Criteria for Exemplary Evaluation

1. Learning objectives, instruction, and assessment are closely aligned.

2. Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills.

3. Regular and consistent feedback is provided in a timely manner throughout the course.

Criteria for Exemplary Evaluation

Grading/evaluation through addition v. grading/evaluation

by subtraction

0Why did I get points taken off?

0Rubrics!!!

Rubric Activity0How do you recognize a well written

research paper?0What is the difference between an A paper

and a B paper. . . .or a C paper. . . .or a D paper?

0What skills are necessary to write an exemplary paper?

Paper Grading Rubric  EXCELLENT GOOD AVERAGE FAIR POOR Score

Content30 Points

27-30Paper provides a comprehensive and detailed description of the disease. Ideas are well developed.

24-26 21-23Paper provides an adequate description of the disease. Some supporting detail is provided.

18-20 ≤ 17Paper is missing some important details about the disease topic. Topic is poorly developed and information is only vague and general.

 

Clarity/

Organizatio

n

30 Points

27-30Writing is organized and demonstrates effective, clear thinking. Author follows a coherent sequence throughout the paper.

24-26 21-23Writing demonstrates a general understanding of the topic.

18-20 ≤ 17Some paragraphs ramble and lack focus. Much of the paper is underdeveloped and lacks organization.

 

Format10 points

10The paper adheres to APA format throughout. Mechanics (length, spelling, grammar, sentence structure) are nearly flawless.

8-9Generally follows APA format.

6-7There are a few errors in mechanics and APA format.

3-5There are major and/or frequent errors in format and/ or mechanics.

≤ 2The paper rarely adheres to APA format. There are numerous and significant mechanical errors

 

Sources

5 points

 

5Topic was researched thoroughly, using a wide variety of quality sources.

3-4Topic was researched sufficiently to cover critical points.

2Topic was researched just enough to minimally meet requirements of the paper.

1Paper appeared to rely heavily on only a few sources of information.

0Quality/quantity of sources was not appropriate for assignment.

 

Rubrics0OSU General Education Assessment:

0 Written Communication0 Critical Thinking0 Math Problem Solving0 Science Inquiry0 Diversity

0https://uat.okstate.edu/0 Faculty Resources Assessment at OSU General Education

Assessment Rubrics for General Education Assessment

Presentation Grading Rubric 

EXCELLENT GOOD AVERAGE FAIR POOR Score

Presentation Content9

points

8-9Presentation is well developed and follows assigned outline in a coherent sequence. Information is specific and accurate. Evidence of effective, clear thinking.

6-7 5Presentation generally follows assigned outline. Some supporting detail is included. Evidence of a general understanding of the topic

3-4 2Presentation does not follow assigned outline. Supporting details are only vague and general. Little understanding of the assignment or topic.

 

Slides

3 points

3Slides were clear and attractive. Effectively used images, charts, or tables. Information was presented in speaker’s own words

2Slides were neat and legible. Some text was in paragraph form.

1Slides were difficult to read, too wordy, illegible, or contain text copied verbatim without citation.

 

Speec

h3

points

3Speaker was articulate, confident, & interesting. Maintained eye contact and spoke with minimal use of notes.

2Speaker spoke clearly from prepared notes with some eye contact.

1Speaker read notes with little

inflection or eye contact.

 

Additional notes allow you to provide comments explaining scoring.

Online resources

0 a free tool to help teachers create quality rubrics0http://rubistar.4teachers.org/

Exam Grading Rubrics

Define “harm reduction” and explain how harm reduction programs work. Identify and describe 2 programs that utilize harm reduction. (9 points)

Why is there such a disparity between the health status of certain minority groups compared to white Americans? Discuss the ways in which race can impact biological process and in turn affect health outcomes. (10 points).

2 3

2 points each

5

3 – 1 example

5 – 2 examples

Criteria for Exemplary Evaluation

1. Learning objectives, instruction, and assessment are closely aligned.

2. Multiple ongoing assessment strategies are used to measure content knowledge, attitudes, and skills.

3. Regular feedback is provided in a timely manner throughout the course.

4. Self-assessments and peer feedback opportunities exist throughout the course.

Criteria for Exemplary Evaluation

Self-assessments and peer feedback opportunities exist throughout the course

0Utilize current grading rubrics

0Allow students to pre-grade their own work or review the work of peers

0Can be part of final paper/assignment grade

Extra Credit. . .or not0Must be meaningful and related to course

learning objectives

0Must be available to EVERY student (consistency)

0Should not overwhelm actual earned points in class

Comprehensive Final - BonusHalf back of the difference between lowest unit exam

and comprehensive final added to lowest exam

Exam 1 80Exam 2 80Exam 3 40Final 80Total 280

Exam 1 80Exam 2 80Exam 3 40 + 20 bonusFinal 80Total 300

Other evaluation tools

0 service to detect plagiarism in students’ written work

0 Integrated through D2L

Tips for efficient time management when grading0Only mark common mistakes the first 3 times (within

student)0Make list of common mistakes (within class) to

explain verbally when handing back assignment0 Utilize shorthand in paper or on exam

0Time spent grading assignment should correlate with the weight of the assignment relative to overall grade0 Set timer

QUESTIONS??