Evaluating Learning

Enjoy this video about assessments & brain targeted learning.

In this week’s readings I learned that there are many methods and techniques for evaluating learning.  In Newcomb’s Chapter 14 it states that “Evaluation is needed for: pre-testing, giving feedback for instructional effectiveness, motivating learners, better student learning and assigning student grades.”  The evaluation should ultimately be objective based especially since the daily lesson objectives should directly coordinate with the end learning goal.

There are many ways to assess and evaluate a student’s learning.  There are: multiple choice, true and false, fill in the blank, short answer, and essays for exams.  In relation to evaluating learning in laboratory settings Warner says there are things like concept maps, Vee maps, and portfolios that can be used as assessments.  Warner also mentions that while these things take longer to actually use, they are typically easier to evaluate.

Something important to consider when creating assessments is how they are going to be evaluated.  It is pretty much a necessity to create and utilize rubrics for assignments.  Rubrics create a greater accountability and reliability in grading.  They also offer structure and guidance to students as they complete their task.  Here is a list of things to consider when grading exceptional learners:

1.  Ask whether the standard is an appropriate expectation without adaptations
2.  If the standard is not appropriate determine what type of adaptation the standard need
3. If the standard needs modification determine the appropriate standard
4. Base grades on the modified standard, not the grade-level standard
5. Communicate the meaning of the grade