Establishing Clear Performance Criteria
All learners need their instructors to communicate clear performance expectations that are aligned with meaningful learning outcomes (Angelo & Cross, 1993). Implicit and/or underdeveloped performance expectations can unravel a learning environment by eroding trust that was established during earlier steps in the Methodology for Creating a Quality Learning Environment (3.1.3). When performance criteria is unclear, learners often become frustrated and disengaged, and they fail to perform. Techniques for developing performance criteria in different settings are explored in detail in other modules (4.1.7 Writing Performance Criteria for Individuals and Teams, 2.4.9 Writing Performance Criteria for a Course, and 1.5.4 Writing Performance Criteria for a Program). Table 1 summarizes best practices for reinforcing performance criteria in any learning situation.
Designing an Effective Assessment System
From a Process Education perspective, a learning environment cannot be effective or of a high quality without a robust assessment system (4.1.1 Overview of Assessment). An assessment system is a set of structured activities in which participants use clear criteria to measure their performance, interpret findings, take actions to improve quality, and document these for future or third-party use. Table 2 lists characteristics of quality assessment systems. The importance of these characteristics is discussed in the remainder of this module.
Ideally feedback should be given as close as possible to the time of the performance. Timely feedback promotes awareness of strategies or behaviors that led to success, and it also encourages analysis of events and actions that have compromised learning outcomes (1.2.1 Theory of Performance). Deeply entrenched misconceptions and unhelpful behaviors may be difficult to dislodge if they are not identified and addressed on the spot (3.2.8 Constructive Intervention Techniques). During periods without feedback, performers continue behaviors in which they are comfortable or that they believe are producing success, whether or not these are effective.
Faculty also need to make sure that all assessments are focused, discriminating, specific, and aligned with performance criteria (4.1.4 Assessment Methodology). Non-specific platitudes and analysis, such as “Your essay is very insightful,” may please the learner, but they provide no feedback for personal or professional growth. To help students internalize and unlock the value of assessment, faculty can periodically set aside time for students to practice self-assessment. In response to some of these self-assessments, faculty should illustrate how to elevate the level of the assessments so that they are even more instructive (4.1.10 Assessing Assessments).
Documenting Performance
Learners want to see evidence that they are moving toward their goals. Fink (2003) refers to this as “the need for a scoreboard and applause.” Students become excited and motivated to put forth extra effort when they see improvement and growth from past performance. As a result, it is important to document their successes and failures so that they can monitor movement toward their goals. A compact, easy-to-use format for documenting assessment activity is the SII model (4.1.9 SII Method for Assessment Reporting). The SII model requires an assessor to identify strengths and to explain why they are strengths, to identify areas for improvement and suggest ways to make the improvements, and to identify insights gained from assessing the performance and to state their significance. Two common tools for documenting and measuring growth over time are logbooks and portfolios. Especially with lower division students, it is beneficial to use a structured format such as a learning assessment journal (Apple, 2000). Since the benefits of using these tools accrue over time and are often not apparent in the beginning, it is wise to reward effort in their use as part of the course evaluation system. Here are several techniques for adding value to assessment through documentation.
Self-Assessment Reports—At the end of a class, ask students to write a one-minute SII report on their performance in that class. To assure timeliness in feedback, do not assess every student’s self-assessment. Instead, provide high-quality feedback on a randomly selected few.
Public Voting—Ask teams to produce solutions to real problems. Post the solutions and have each team identify the best solution with a Post-It™ note. Ask them to identify those solutions they have questions about with a different colored Post-It™ note. Require teams to explain their votes and allow the teams to respond to questions that were raised.
Grade Estimation—When students turn in an assignment or a test, ask them to estimate their grades and to provide a rationale for their estimates. It is important that students recognize what they do and do not know. Give credit for accurate estimates that provide good rationales.
Reflector Reports—When using cooperative teams in active learning situations, periodically request oral and written reflector reports (3.4.2 Designing Teams and Assigning Roles). Gradually increase the level of the performance criteria for reflector reports over the course of a semester (4.1.9 SII Method for Assessment Reporting).
Pre-Tests—Provide pre-tests for students. These give students an opportunity to benchmark the quality of their preparation for an exam. Pre-tests can substitute for a final homework assignment before an exam.
Re-Working an Exam—Give students the opportunity to rework parts of the exam on their own and submit them for partial credit, provided that reworked material is correct and well documented and that it is done in a timely fashion.
Midterm Assessment—Collect and respond to student feedback on your course using the framework given in 3.3.6 Mid-Term Assessment. This is an excellent way to model assessment for your students.
Concluding Thoughts
To grow as learners, students and faculty must develop the ability to assess their own progress. In order to perform self-assessment, learners need clear performance criteria (Huba & Freed, 1999). They also need opportunities to practice self-assessments and to receive quality feedback on them. This skill does not develop automatically. Instructors or mentors must assist learners by providing opportunities for them to assess their own performance and that of others. To achieve this, it is best to take a systems approach that ties together clear performance criteria, ongoing measurement, meaningful analysis, and feedback to participants.
References
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
Apple, D. K. (2000). Learning assessment journal. Lisle, IL: Pacific Crest.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Huba, M. F., & Freed, J. E. (1999). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
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