Panel, "Nuts and Bolts of Classroom Assessment"
Jackie Dietz – Meredith
Rob Gould – UCLA (email@example.com)
Brad Hartlaub – Kenyon College
Allan Rossman – Cal
Poly-San Luis Obispo (firstname.lastname@example.org)
Joy Jordan – Lawrence University
- 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.?
- 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?
- 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)?
- 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?
- 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,
Gal, I. and Garfield,
J.B., Eds. (1997), The Assessment
Challenge in Statistics Education, IOS Press.
Ed. (2005), Innovations in Teaching
Statistics, the Mathematical Association of America.
delMas, R., and Chance, B. (2003), Assessment Resource Tools for
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,