Assessing Student Learning: A Collection of Evaluation Tools

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Assessing Student Learning: A Collection of Evaluation Tools

Question 2: Evaluate the method. List the criteria on which you are evaluating, and then write your evaluation (see example).Assessment objective: Ability to provide unbiased and complete critique of design and method of study.3 (Advanced undergrad) 2 (Developing) 1 (Introductory) 0 (Before instruction)- criteria include all or most of thefollowing: number and demographicprofile of participants, validity andreliability of instruments, andprocedure/design- evaluation is justified appropriately,using examples or data from thestudy as relevant- criteria include all or most of thefollowing: number and demographicprofile of participants, validity andreliability of instruments, andprocedure/design- evaluation criteria are somewhatsimplistic or not highly relevant forthe study- critiques writing rather than design ofstudy- few criteria included- criteria stated but not evaluated- evaluation criteria are simplistic;relies on personal experience forevaluation or overinterprets withlimited regard for evidence- student seems unaware of the criteriaon which to evaluate a research study“Method of sampling — This study involved asample of convenience and volunteerism, which canboth produce a bias. A better sample would havebeen by picking students at random, although, this isvery hard to get students to actually do that. Theuse of volunteers as participants greatly restricts thegeneralizability of the results.”“background — not much info given except for thepercentage of students that were first year,sophomores, and advanced students.”“Responses — analysis was straightforwardbecause the questions were forced-choice.Questionnaire — the categories were wellrepresented within the questions.Participation — Students responses seemed to trulyrepresent their ideas on the matter, consideringparticipation was voluntary and unrewarded.”“The survey assessed things that involved reasonsfor taking this class, the nature and number ofpreferred tasks, what should be considered whendetermining an final grade and the different types ofweighting given to those grades, and how the gradesshould be distributed. Last the survey also includeda question asking if students ever were surprised bytheir final grade and why. Through evaluation,women preferred more assignments over men,students wanted effort included in their final grade,and all students wanted to be graded on a normalcurve for a ‘fair’ distribution of grades.”

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