Assessment

Assessing Student Learning

Many resources are available on the assessment of student work and how you are teaching. Barbara Walvoord and Virginia Johnson's (1998) book Effective Grading: A tool for learning and assessment is an excellent starter text.
  • Assessing group and individual work. Assessing Students in Groups: Promoting Group Responsibility and Individual Accountability, by Johnson and Johnson (2004) is another excellent text on how to assess individuals when they work in groups. They present tools for self- and peer-assessment, group exercises, and planning tips. Available at Amazon.com.
  • Online Peer-assessment at UTEP. UTEP Instructional Support Services created an online tool called Peer Assessment Tool (original concept developed by the University of British Columbia). This tool allows faculty to create peer assessment tools that allow individual students to evaluate their team mates performance on group projects using rubrics or surveys. Responses are completely anonymous and can be completed outside of class ensuring greater willingness of the students to truthfully assess their peers.
  • Rubrics. The webpages on rubrics (Rubistar and Bonny Mullinix's site, are very helpful. The AACU has a website devoted to valid assessment of student learning at http://www.aacu.org/value/rubrics/index.cfm.There are numerous texts covering rubrics but you may want to start with Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote Student Learning, by Stevens and Levi (2005). This book is available in the CETaL collection in the UTEP library.
  • A Role for Blackboard. Don't fail to take a close look at what Blackboard can do for you. UTEP uses Blackboard CE 8 which provides faculty all manners of course management and assessment tools. You can access Blackboard through your MyUTEP account. More information is available at FIT Lab.
  • Creating a campus Culture That Values Assessment.  This article from Faculty Focus argues that assessment is simply making sure students learn what we really want them to learn, and the process can be viewed as a continual cycle of establishing learning goals, creating learning opportunities, assessing learning, and using results to reflect on your practices.