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Friday, February 26, 2010

Learning Objectives and Assessment in Math

Ideally the assessment process informs the teacher and the learner about learner progress and at the same time, contributes to the learning process. In theory, good assessment:
  • measures meaningful learning outcomes
  • does so in a fair, reliable, accurate way
  • is easy to administer, score, and interpret
  • informs the teacher about student performance and how they are interpreting course experiences
  • results in meaningful feedback to the learner
  • is itself a learning experience
Measuring student learning is always a challenge no matter what the delivery format. Your choices are limited by time, resources and creativity. When thinking about student assessment in a course, the following questions may help decide how many and what types of assessments you will include in your course.
  • What is it you want your students to learn? 
  • What do they already know? Is a pre-test needed to measure prior knowledge?
  • Which assessment methods match your teaching style?
  • What assessment method will best test what your students learned?
  • Will you test memorization or performance?
  • Will these assessments be low or high stakes? (what portion of final grade)
  • Should you use adaptive testing? (will the test adapt to user responses)
  • How many assessments are sufficient? How many papers should you assign? How many quizzes and exams will be enough?
  • Will the number of students affect the type of assessment you choose?
  • How quickly will students receive feedback?
  • How much time will you spend correcting or commenting on assessments?
  • How much grading time will you have?

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