JSM 2005 Panel, "Nuts and Bolts of Classroom Assessment"

Jackie Dietz – Meredith College (dietzjac@meredith.edu)
Rob Gould – UCLA (rgould@stat.ucla.edu)
Brad Hartlaub – Kenyon College (hartlaub@kenyon.edu)
Allan Rossman – Cal Poly-San Luis Obispo (arossman@calpoly.edu)

Joy Jordan – Lawrence University (joy.jordan@lawrence.edu)

PowerPoint Slides

Detailed Answers
Jackie Dietz
Rob Gould
Brad Hartlaub
Allan Rossman


  1. What is your process of creating an exam? That is, how do you decide on the topics to cover, types of questions, number of questions, use of technology, use of external aids, re-use of questions, etc.?
  2. How do you grade exams? How much feedback do you give? How do you decide on partial credit? How much time to you spend grading? Any tips to reduce grading time?
  3. Besides exams and quizzes, what types of assessment do you use in your courses? What is your method of creating and grading these assessments (e.g., learning goals, expectations)?
  4. How much weight (toward the course grade) is each assessment piece worth in your class? Do you use any classroom assessment techniques that are not graded?
  5. How do you support your students in preparation for assessment (e.g., review session, drafts, practice problems)?

A Few Selected Resources

Angelo, T.A. and Cross, K.P. (1993), Classroom Assessment Techniques: A Handbook for College Teachers, Jossey-Bass Publishers.

Gal, I. and Garfield, J.B., Eds. (1997), The Assessment Challenge in Statistics Education, IOS Press.

Garfield, J.B., Ed. (2005), Innovations in Teaching Statistics, the Mathematical Association of America.

Garfield, J.B., delMas, R., and Chance, B. (2003), Assessment Resource Tools for Improving Statistical Thinking (ARTIST) website: https://ore.gen.umn.edu/artist//.

Walvoord, B. and Anderson, V.J. (1998), Effective Grading: A Tool for Learning and Assessment, Jossey-Bass Publishers.