a)
Assessing Students
‘What and how
students learn depends on how they think they will be assessed’, (Biggs &
Tang, 2007). It is therefore important to consider the type of assessment to
undertake. In my practice, I regard formative assessment to be more important
for deep learning as it provides feedback for learning (Biggs & Tang,
2007). Formative assessment offers the best feedback that facilitates learning
(Race, 2005; Biggs & Tang, 2007). The assessment allows me to reflect on my
teaching (Moon, 1999). Unfortunately students are keener on summative
assessment that is geared to grading (Biggs & Tang, 2007). As a consequence
they fear assessment since they fear its outcome (Biggs & Tang, 2007).
I normally issue
three or four sit-in continuous assessment tests that are topic-based; plus other types of assessment such as group and individual
assignments that are geared to promoting research. I
introduced project based learning in a maths class where students are supposed
to identify a real-world problem and apply mathematical concepts to solve it.
My approach to
assessment is also aimed at ensuring students appreciate the advantages of
formative assessment over the summative in as far as deep learning is concerned.
Formative assessment has ‘large – in – magnitude impact in student learning’
(Black & William, 1998). I emphasize
the relationship of formative assessment as a good foundation to performing
satisfactorily in summative assessment (see Appendix 14). To achieve this I
have grouped students in groups of four. The students attempt questions as a
group and then demonstrate to the other groups, once in a fortnight.
Presentations enable students to ‘make sense of learning as a result of their
preparation and delivery’ (Race, 2005). There is also peer evaluation where
groups evaluate each other work and hence promote attainment of intended
learning outcomes (Biggs & Tang, 2007). I have observed that students are
more critical than I.
b)
Promptly giving
Assessment Feedback and Feedforward
Feedforward for
take – away assignments is crucial since the students are made aware of the
expected learning outcomes. Prompt and timely feedback motivates students to
learn (Race, 2005) and help students improve on their weaknesses (Brown, Bull, and Pendlebury, 1997). I normally give
the feedback in the following class after the assessment. It gives me
confidence to move forward to the next topic or to introduce a new concept. The
students are also provided with the mid trimester grades that allow self assessment
of academic progress.
c)
Academic Advising
As an academic
adviser I am normally attached to two or more students whose performance are
below par and may be discontinued. I guide and counsel the students on how to
improve their academic performance.
