2017 Conference Archive (Archived)
Assessing Student Progress and Performance across the Curriculum: A Tool to Evaluate Program Success Quickly
Session Format
Presentation Session (45 minutes)
Copyright
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Location
Room 212
Abstract for the conference program
Evaluation of student learning is of paramount importance to the educational community and allows reflection on program successes and weaknesses; however, best practices are hotly debated. Three common problems include obtaining useful information about depth of knowledge, evaluating student progress longitudinally, and excessive time demands on educators. The format and timing of assessment can also affect interpretation; for example, easily graded multiple choice questions might not fully assess higher order thinking, and an assessment on a final exam may reflect “cramming” but not retention. This project designed and implemented an assessment system in which an identical mixed format assessment was given to all levels of students in the GGC biology program at the start of the semester. This system addresses the aforementioned issues and provides quick results for timely action, while reducing professor bias. Here we describe our method and report initial findings.
Proposal Track
Non-research Project Teaching and Learning in the STEM Field
Start Date
3-3-2017 10:00 AM
End Date
3-3-2017 10:30 AM
Recommended Citation
Brown, Christopher G., "Assessing Student Progress and Performance across the Curriculum: A Tool to Evaluate Program Success Quickly" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 49.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/49
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Assessing Student Progress and Performance across the Curriculum: A Tool to Evaluate Program Success Quickly
Room 212
Evaluation of student learning is of paramount importance to the educational community and allows reflection on program successes and weaknesses; however, best practices are hotly debated. Three common problems include obtaining useful information about depth of knowledge, evaluating student progress longitudinally, and excessive time demands on educators. The format and timing of assessment can also affect interpretation; for example, easily graded multiple choice questions might not fully assess higher order thinking, and an assessment on a final exam may reflect “cramming” but not retention. This project designed and implemented an assessment system in which an identical mixed format assessment was given to all levels of students in the GGC biology program at the start of the semester. This system addresses the aforementioned issues and provides quick results for timely action, while reducing professor bias. Here we describe our method and report initial findings.
