assessments: Called assessments OF learning, these are
measures of student performance administered or assigned as a
summary assessment of whether or not students have met the outcomes
for that chapter, or unit, or section of a course. Most of the
papers and tests and projects instructors assign are summative
assessments, designed to give teachers a good picture of how well
students have learned the concepts and skills outlined in the
of summative assessments - This page lists a large number
of possible types of assessments (with links to examples of each)
under the categories of selected response, constructed response,
product, and performance assessments.
- From the same site, here are many examples of summative assessments
and accompanying rubrics for many topics across the K-16 spectrum.
versus traditional assessments - This site about authentic
assessment describes the differences between authentic assessments,
which are designed to capture meaningful application of knowledge
and skills, and traditional assessments, particularly objective
or forced-choice tests, which are primarily designed to capture
students knowledge and comprehension of course material.
use authentic assessments? - From the same site, here is
a description of the rationale for choosing authentic forms
of assessment over traditional assessment for certain purposes.
do you create authentic assessments? - Again, from the same
site, here is a four-step process for creating good authentic
- This document describes good capstone assessments used at 12
quizzes: Learning through group assessment - a good, detailed
tutorial - What is cooperative quizzing? "Cooperative or
group quizzes are typically the second part of a two-part assessment.
The process begins with a traditional multiple-choice quiz taken
by every student individually. Students are told in advance that
a quiz will happen on a particular class session and know they
are responsible for the material that will be covered. They each
turn in their own answer sheet after a specified period of time.
In the second part of the assessment, students convene in their
groups to re-take the quiz. Sometimes only a portion of the examthe
most challenging sectionwill be repeated. The group is given
a single answer sheet and every member of the group will get the
same score for this portion of the quiz. The student's final quiz
grade can be a combination of their individual score and the group
score, each weighted according to the degree of emphasis the instructor
wants to place on individual and group knowledge. For instance,
the individual score might count for 75% of the grade and the
group score might make up the remaining 25%."
maps as assessment tools - good article
of use of concept mapping for instruction and assessment
Faculty: Jon Mueller: Social Psychology - In the past, I
(Jon Mueller) asked my students to graphically describe the
relationship between eight or more concepts in relation to some
theme. For example, in the first concept map assignment students
drew a map describing the relationship between three social
motives (social comparison, consistency and control) and related
concepts (e.g., relative deprivation, insufficient justification,
reactance, unrealistic optimism) we discussed as they connect
to an event of their choosing. On my essay tests I ask short
questions that require students to connect two or three concepts
together. But the map allows me to see them connect significantly
more concepts in a more complex manner. In Fall 2002 when I
first assigned concept maps the students struggled with the
first map because they (and I) did not quite know what they
should be doing. In Spring 2003 I shared a couple maps from
the Fall, and I received a much better collection of maps. The
first map was completed in pairs; some of the remaining maps
will be completed individually and others in pairs.
Map Assignment 1
Map Assignment 2
Map Assignment 3
Map Assignment 4
Map Assignment 5
for designing writing assignments"
for designing effective formal writing assignments"
Evaluating writing assignments
tips for evaluating student writing"
rubric for evaluating expository writing
to student writing - an English instructor provides ideas
- many good links to resources on the evaluation of clinical
performance in medical, dental, nursing, and other health fields
- from the Center for Teaching Excellence at the University
of Medicine and Dentistry of New Jersey
Rubrics - An overview of what rubrics typically look like
and how they are used
a rubric - Takes you through all the questions to consider
when constructing a rubric
versus holistic rubrics - describes the two types of rubrics
and when to use each
A large collection of assessments and accompanying rubrics
for K-12 and college subjects
An even larger collection - Over 15,000 rubrics for undergraduate
courses are listed here. The quality is uneven, but you are
able to search by subject and type of assessment.
many more examples of specific rubrics