My Personal Experiences with Classroom

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My Personal Experiences with Classroom
Assessment
Teresa L. Brown
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How can we ensure that instructors of the same
course have similar expectations?
How can we clearly communicate these expectations
to our adjunct instructors?
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I need to clearly understand my standards for
courses in my discipline.
Perhaps this is exactly the sort of thing that a
RUBRIC is useful for!!
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1. What major concepts are covered? 2. How do I
determine student success? 3. What level of
knowledge do I expect? 4. If my standards are not
met, how can I address the topic differently in
the future? Are my standards reasonable?
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Competency
Measure
Standard
Results/Change
1. What major concepts are covered? 2. How do I
determine student success? 3. What level of
knowledge do I expect? 4. If my expectations are
not met, how can I address the topic differently
in the future?
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Competency
Measure
Standard
Measurement Data Analysis
Lab Reports Lab Practical Exams
Different for each course CHEM 1101 CHEM
1117 CHEM 1127
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A series of rubrics was created to outline the
standards expected to be achieved at each course
level.
Outcome Can accurately measure and properly
record a value
Improving
Unacceptable
Exemplary
Acceptable

• proper unit
• 5 lt error lt 10
• correct sig. figs.

• proper unit
• 10lt errorlt15
• correct sig. figs.

• improper unit
• gt15 error
• incorrect sig. figs.

• proper unit
• lt5 error
• correct sig. figs

CHEM 1101 Improving CHEM 1127 Exemplary
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With clear outcomes and expectations, I was ready
to implement my standards. 1. Are my standards
appropriate? 2. Am I providing the tools and
information necessary for my students to
achieve? 3. What seems to be working well? 4.
What doesnt seem to work at all?
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Competency Measurement Data Analysis
Outcome
Measure
Standard
Results/Change
Graph has 1. Labeled and scaled axes 2.
Accurately plotted points 3. Appropriate
line/equation fit The graph is interpreted with
gt90 accuracy.
Can create/ interpret a graphical representation
of data
Lab report Absolute Zero Assigned
Problems Vapor pressure Heating curves Phase
diagrams Energy diagrams Exams Heating
curves Phase diagrams Energy diagrams
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Results/Change
After the completion of the Absolute Zero
Laboratory, I noted that many students had
difficulty creating their graphs. In particular
they did not know how to scale the axes properly
and did not know the meaning of extrapolation.
Once students were guided in the creation of the
fit-line and extrapolation, 92 of them properly
interpreted their data. Another lab exercise
that requires graphical analysis should be
implemented.
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Some measures were evaluated quantitatively while
others were evaluated qualitatively. Observations
that I make on a daily basis concerning student
performance/comprehension were officially
recorded and tracked over time.
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The process was meaningful.
I recognized which competencies I emphasize and
was forced to ask whether or not that reflected
the needs of the students/programs that require
the course.
I was able to make specific changes in my
presentations, handouts, and exams which led to
greater student success.
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Competency quizzes were implemented.
The students had to demonstrate three
competencies in order to receive a passing grade
in the course.
Students that did not demonstrate proficiency at
the time of an exam eventually were able to meet
the standards for the competency.
Student performance on the comprehensive portion
of the final suggested that the outcomes were
truly met.
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I plan to continue to work with the assessment
tools that I have created.
I hope to directly link the course outcomes with
that of the programs that are served by the
course.
If you are interested, I will gladly share my
rubrics with you.