I am constantly assessing my students in my classes: with every utterance from my students, I am assessing what they are saying, how they are saying it, their strengths, weaknesses, application of what we have focused on up to that point in the course, what they understand, what they don’t understand based on questions I may ask and questions they ask; with every activity based on what they completed, how they completed their assignments, how they are participating or not participating in activities in class and out of class. Is that an ‘approach’?
My strength is my awareness of and skill at targeting key individualized areas for students to focus on which is communicated through immediate feedback during an activity, individualized audio recorded & written following an activity, and F2f individual conferencing for which students receive ‘action plans’ and target areas.
I teach students to monitor their own speech patterns to improve performance and understanding. They do this with self-analysis guided worksheets and self-correction.
For the Love Of Grades
Opportunities for improvement include more rubrics with which to communicate to the students the purpose/focus of each activity. Although I frequently do this orally, I am finding that students to respond positively to grades. Thus, I am creating more specific rubrics to communicate the focus, purpose, relevance, and benefit of the activity and my expectations in order to improve.
Connecting With Learners
I have one mid-semester self-evaluation in which students report on their improvements, their knowledge of how to improve, and comments on the effectiveness of activities and my feedback. After reading the articles for this module, I particularly liked the strategies of ‘muddiest point’ and ‘one minute paper’ from MERLOT “Online Assessment Strategies: A Primer” (March 2010).
I had the opportunity to do this with a 4-day workshop I taught this summer: each session ended with participants writing on an index card one key point they found important and/or relevant, and one question they had. It was enormously successful: I addressed the questions in the next session, and was able to gauge the participants’ engagement and understanding of the material.
For More Connection
More One-Minute papers, muddiest point, and more rubrics. This is what I would try to incorporate more often in my class.