Activity Based

Suggestions for Activity Based Assessment Options

In addition to the basic option survey at the end of a course, instructors of a given course may agree to use one of the following techniques, and then discuss and evaluate the results. If any seem appropriate to a particular course, Trish Hofer will furnish copies of the complete explanations upon request.

ASSIGNMENT ASSESSMENTS
PURPOSE: "To help faculty see their assignments through students' eyes, giving them feedback on the learning value of the homework, papers, and projects they assign."
SUGGESTIONS: This often works better for intermediate and advanced courses, but useful data may even be collected in introductory courses. The instructor composes two or three questions that will assess the value of the assignment from the student's perspective.

EXAM EVALUATIONS
PURPOSE: "To provide teachers with specific student reactions to tests and exams, so that they can make the exams more effective as learning and assessment devices."
SUGGESTIONS: Exam evaluations often work best if they are included within the exam itself so that student memories are fresh. The questions (not to exceed four or five) could also be handed out on a separate sheet as a follow-up activity after the exam.

READING RATING SHEETS
PURPOSE: To provide feedback on how "interesting, motivating, clear, and useful their assigned readings are from the students' point of view."
SUGGESTIONS: These are obviously the most useful when faculty are able to choose the assigned readings for a particular course. The Reading Response Sheet form in the text seems very useable.

BACKGROUND KNOWLEDGE PROBE
PURPOSE: "To help teachers determine the most effective starting point for a given lesson and the most appropriate level at which to begin instruction."
SUGGESTIONS: This technique not only reviews what students know but it also works as a preview activity for the next unit of instruction. Usually this probe takes the form of a few open-ended questions or 10 to 20 multiple choice questions that assess students' existing knowledge on the subject.

GROUP-WORK EVALUATIONS
PURPOSE: To help students and instructors see "what is going well and what is not going well" in cooperative and collaborative learning activities.
SUGGESTIONS: This technique works best right before the first group or cooperative activity and as a follow-up to the explanation for the structure and operation of the group. The technique not only surveys what is going on in the group but also whether the activity results in an appropriate and helpful product.

WORD JOURNAL
PURPOSE: To improve several skills as it "focuses on students' ability to read carefully and deeply" and assesses students' ability to summarize, explain, and defend.
SUGGESTIONS This may be used following particularly scholarly reading assignments that require students to understand the concepts rather than just memorize the information. Students summarize the text in a single word and then write a paragraph or two explaining why they chose that word.

DIRECTED PARAPHRASING
PURPOSE: To assess "students' ability to summarize and restate important information or concepts in their own words."
SUGGESTIONS: This is more useful than a simple paraphrase because it is directed, "aimed at a specific audience for a specific reason." Instructors choose an important theory or concept, determine "a realistic yet challenging audience for a paraphrase of this topic." Students must know the intended audience, the purpose, and the word or sentence limits of the paraphrase.

PAPER OR PROJECT PROSPECTUS
PURPOSE: To assess "students' skill at synthesizing what they have already learned about a topic or field of study."
SUGGESTIONS: Instructors will find the two prospectus models in the text helpful as they select the elements they wish students to include in this first draft assignment sheet.

PROCESS ANALYSIS
PURPOSE: To collect diagnostic information on "the ways in which students carry out a representative assignment."
SUGGESTIONS: The assignment must be complex enough to provide an interesting analysis that will help instructors and benefit students. Students must know from the outset that they will keep a record of their work, and instructions on building such a record may also need to be included.

COURSE-RELATED SELF-CONFIDENCE SURVEYS
PURPOSE: To assess the level of confidence students have "in their ability to learn the relevant skills and material."
SUGGESTIONS: This survey will probably be more helpful if the students are offered an opportunity to choose from four responses. The sample form in the text will be helpful in drafting such a survey.

MINUTE PAPER
PURPOSE: To assess how students perceive and understand what they are learning with "a minimal investment of time and energy."
SUGGESTIONS: Students write a brief paper or paragraph at the end of a period of instruction. The writing should only take five minutes or so. It can be a summary of what they understand or a listing of the most important points.