An Alternate Approach for Designing Meaningful Evaluations
An Alternate Approach for Designing Meaningful Evaluations
The traditional approach to classroom evaluations for many institutions includes the use of a mid-term and final exam. The underlying purpose of these evaluations is to assess what students have learned and the knowledge they have acquired, while also measuring their progress with meeting the required learning objectives. Additional assignments, such as quizzes or individual in-class assessments, may also be given as a means of measuring students’ progress throughout the class. Class discussions also provide an opportunity to measure students’ progress; however, this may indicate a willingness to participate and measure their engagement in the class more than it will demonstrate their overall learning. As you weigh the importance of a mid-term and final exam, how do you develop these assessments so that they effectively meet your learning goals and objectives? Do you have an ability to change or adapt these exams and if so, would you consider an alternate approach?
The mid-term and final exams typically account for a substantial percentage of the students’ overall grade. When students think of the word “exam” there is often a perceptual image associated with this word and too often that image includes feelings of dread or fear. Students often believe that they must study for this type of exam and many will wait until shortly before the exam to review their notes and the course materials. These exams often consist of a long list of questions, including multiple choice, true/false, short answer, and essays. When these assessments are administered it is typically within the classroom and students are not allowed to use study materials or the textbook, which means that the students’ ability to recall information is the key to successfully completing the exams. A question for educators to consider is whether or not these exams measure learning, or do they measure memorization? If you were to utilize these exams again, without warning students ahead of time, would they produce the same result? Another question to consider involves the process of studying for an exam. Does studying produce learning and do students know how to effectively prepare for an exam? More importantly, are you satisfied with the outcomes submitted by your students?
If you would like to consider an alternative approach to mid-term and final exams, and you have the flexibility to alter your assessments, then a project-based assessment may be a consideration for your class. This method of assessment encourages students to work with the course topics and concepts, demonstrating what they know and what has been learned. It is similar in nature to a written assignment; however, there isn’t a process of research involved and students are not asked to find supporting sources. It is a method that requires students to demonstrate subject matter expertise, critical thinking skills, and academic writing skills, which are the foundational components of learning. To implement this approach, students can be provided with a scenario, case, real-world problem, set of facts, or a particular topic. Students are then expected to apply course concepts to the information provided, explain the application of those concepts, evaluate possible results, and create possible solutions or outcomes. Another approach is to provide students with a key concept from the course and have them explain what it means, including examples that relate it to their career or a particular career field.
By implementing a project-based approach to classroom assessments, for use during mid-term and final exams, instructors need to consider the use of lectures that work through the course concepts. Instead of assigning reading from the textbook or course materials and then telling students about the important concepts, an instructor can help students develop an understanding of what those concepts mean and assist them as they work with the concepts, interact with the information through class discussions, and bring those topics to life through real world examples. This approach will help to engage students in the class and as a result they will not feel the need to cram for the scheduled exam date and instead they can review their notes and materials from the perspective of refreshing their memory of what has been learned. When they read through the materials that will be covered on the exam they are more likely to remember specific points from the lectures and class discussions, which can promote long-term recall and knowledge retention.
If a complete format change requires too much initial work or you are not certain that it will be effective for your class, it may be beneficial to add a project-based element to your next mid-term or final exam as a method of gauging its effectiveness. You can then measure the outcome according to what you want your students to have learned. As you prepare your exams, consider what you want your students to accomplish. Will an exam that is based upon information recall adequately demonstrate learning? Or is it possible that by requiring students to interact with the information and demonstrate essential academic skill sets your evaluations will become more meaningful? These exams provide instructors with an opportunity to enhance the process of learning. An alternative or project-based approach may provide another instructional strategy that results in transformational learning or learning that encourages and supports students’ continued self-development.
