Best practices in summative assessment

2017 ◽  
Vol 41 (1) ◽  
pp. 110-119 ◽  
Author(s):  
Jonathan D. Kibble
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Student Performance ◽  
Summative Assessment ◽  
Faculty Members ◽  
Validity Evidence ◽  
High Stakes ◽  
Practical Tool ◽  
Student Grades ◽  
Formative Testing

The goal of this review is to highlight key elements underpinning excellent high-stakes summative assessment. This guide is primarily aimed at faculty members with the responsibility of assigning student grades and is intended to be a practical tool to help throughout the process of planning, developing, and deploying tests as well as monitoring their effectiveness. After a brief overview of the criteria for high-quality assessment, the guide runs through best practices for aligning assessment with learning outcomes and compares common testing modalities. Next, the guide discusses the kind of validity evidence needed to support defensible grading of student performance. This review concentrates on how to measure the outcome of student learning; other reviews in this series will expand on the related concepts of formative testing and how to leverage testing for learning.

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

The Blended Learning Initiative

2012 ◽  
pp. 260-282
Author(s):  
Suzanne Weinstein ◽  
Karen Pollack ◽  
Ike Shibley ◽  
Vicki S. Williams ◽  
Wu Shao-Wei ◽  
...  
Keyword(s):  
Best Practices ◽  
Blended Learning ◽  
Student Performance ◽  
Faculty Members ◽  
Course Success ◽  
Blended Courses ◽  
Vantage Points

This chapter describes a university-wide initiative to develop multiple courses in both online and blended formats. The chapter provides perspectives of the project from three vantage points – administration, assessment, and teaching – and focuses on the blended courses. The administrational aspects of the project, such as how courses were selected and how faculty members were recruited, are briefly described. The assessment, which includes data on faculty and students perceptions as well as student performance and course success, is described in detail. Finally, a case study of a particularly successful course provides a detailed view of best practices for teaching in a blended environment.

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

scholarly journals Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model

2021 ◽  
Author(s):  
Richard McNutt ◽  
Matthew Tews ◽  
A. J. Kleinheksel
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Asthma Exacerbation ◽  
Reflective Learning ◽  
High Fidelity ◽  
Learner Performance ◽  
Simulation Performance ◽  
Elapsed Time ◽  
Simulation Education ◽  
Perfect Adherence

Abstract Purpose Debriefing is necessary for effective simulation education. The PEARLS (Promoting Excellence and Reflective Learning in Simulations) is a scripted debriefing model that incorporates debriefing best practices. It was hypothesized that student simulation performance might impact facilitator adherence to the PEARLS debriefing model. There are no published findings on the effect of student performance on debriefer behavior. Methods Third-year medical students participated in a video-recorded, formative simulation to treat a high-fidelity mannequin for an asthma exacerbation. A faculty debriefer trained in the PEARLS model evaluated student performance with a standardized rubric and conducted a recorded debriefing. Debriefing recordings were analyzed for debriefer adherence to the PEARLS model. Debriefers were assigned a debriefing score (DS) from 0 to 13; 13 was perfect adherence to the model. Definitive intervention (DI) for asthma exacerbation was defined as bronchodilator therapy. Critical actions were as follows: a focused history, heart/lung exam, giving oxygen, and giving a bronchodilator. Results Mean DS for the debriefers of students who provided DI was 8.57; 9.14 for those students who did not (P = 0.25). Mean DS for debriefers of students who completed all critical actions was 8.68; 8.52 for those students who did not (P = 0.62). Analysis of elapsed time to DI showed no relationship between the time DI was provided and DS. Conclusions Student performance had no impact on debriefer performance, suggesting the PEARLS model is an effective aid for debriefers, regardless of learner performance. These findings suggest student performance may not bias facilitators’ ability to conduct quality debriefings.

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Math and science outcomes for students of teachers from standard and alternative pathways in Texas

2020 ◽  
Vol 28 ◽  
pp. 27
Author(s):  
Michael Marder ◽  
Bernard David ◽  
Caitlin Hamrock
Keyword(s):  
Student Performance ◽  
Science Teachers ◽  
Algebra I ◽  
High Stakes ◽  
Alternative Pathways ◽  
Biology Students ◽  
University Preparation ◽  
Alternative Routes ◽  
Almost All ◽  
High Stakes Exams

Texas provides a unique opportunity to examine teachers without standard university preparation, for it prepares more teachers through alternative pathways than any other state. We find two advantages for mathematics and science teachers prepared in the standard way. First, since 2008 they have been staying in the classroom longer than those who pursued alternative routes. Second, we analyze student performance on Algebra 1 and Biology exams over the period 2012-2018. Algebra I students with experienced teachers from standard programs gain .03 to .05 in standard deviation units compared to students whose teachers were alternatively prepared. For Biology students there are fewer statistically significant differences, although when differences exist they almost all favor standard programs. These effects are difficult to measure in part because teachers are not assigned to teach courses with high-stakes exams at random. Nevertheless, we find strong evidence in Algebra I that students learn more when their teachers have standard preparation. In Biology there is also evidence but less compelling. Thus, we recommend that all states bolster traditional university-based teacher certification, that Texas not take drastic action to curtail alternative certification, and that other states not allow it to grow too quickly.

scholarly journals A Court Case Analysis Of Administrative Versus Faculty Grading Rights

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Homer L. Bates ◽  
Bobby E. Waldrup
Keyword(s):  
Academic Freedom ◽  
Faculty Members ◽  
Court Case ◽  
Court Decisions ◽  
University Administrators ◽  
College And University ◽  
Course Grades ◽  
The Right ◽  
Appeals Process ◽  
Student Grades

Since 1940, when the AAUP formally defined academic freedom (AAUP, 1984), most faculty members believe they have the final authority in assigning course grades to their students.  Faculty members may be surprised that several recent court decisions have concluded that college and university administrators have the right to change grades initially assigned by faculty.  This manuscript examines faculty members’ rights to assign student grades within the context of academic freedom.  Several important recent court decisions on student grading and grade changes are summarized and discussed.  Based on these decisions, recommendations are made for both faculty and college and university administrators regarding the assignment of student grades and the student grade appeals process.

scholarly journals Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

2020 ◽  
Author(s):  
Christian Fischer ◽  
Brandon Foster ◽  
Ayana McCoy ◽  
Frances Lawrenz ◽  
Christopher Dede ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Student Performance ◽  
Science Teachers ◽  
Curriculum Reform ◽  
The United States ◽  
School Level ◽  
High Stakes ◽  
Reform Implementation ◽  
School Teaching

Background: Many students enter into postsecondary education without the college readiness skills that allow them to face the demands of postsecondary education. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high quality education and to become career and college ready. Purpose: This study attempts to identify levers to increase student performance in secondary education. In particular, it examines relationships of school, teaching, teacher, and teacher professional development characteristics with student scores on high-stakes Advanced Placement (AP) examinations in the sciences.Setting: This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (Biology, Chemistry, Physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level data sets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure.Population: This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research design: This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations towards student achievement were analyzed through multi-level ordered logistic regression analysis separately by science discipline and year of the curriculum reform implementation. Afterwards, the results were aggregated through a meta-analysis. Findings: Student performance is not pre-determined by students’ background, leaving roughly 60% of the AP score variance potentially malleable for teacher and school-level factors. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation has a small, mixed impact on student achievement. Conclusion: The identified levers for improving student achievement provide a strong rationale for the continued efforts of policy makers to improve school environments and to support science teachers to ultimately both increase student learning and help all students graduate prepared for college and ready for their future careers.

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