Assessments, Grading, and Evaluations
Assessments, grading, and evaluations can be some of the most daunting aspects of teaching. Students feel intense pressure to earn high marks on graded assessments, while instructors may experience stress when assigning grades. Equally fraught for instructors is the process of reading student evaluations on their teaching at the end of the semester. The fear of receiving less-than-perfect evaluations can make it tempting to avoid soliciting student input on our teaching strategies altogether.
Interpreted in a different light, however, all types of evaluations can be invaluable for students and instructors alike. Instead of viewing these practices as mechanisms for judgment, try thinking of them as opportunities for communication. Assessments provide insight into students’ progress in your class: they show which course objectives have been met successfully and where improvement is needed, and you can then communicate that information effectively to students. Similarly, student feedback on your teaching can highlight which teaching strategies have best supported your students’ learning and which might need adjustment. By approaching feedback with care, you can build a classroom environment that better serves you as well as your students.
By the end of this chapter, you will be able to…
- Define formative and summative assessments, recognizing how both can help students achieve learning goals.
- Explain the purpose of grading and how grades communicate information to different audiences.
- Implement equitable grading practices that minimize bias.
- Explore alternatives to traditional grading, with their potential benefits and drawbacks.
- Understand the value of seeking student feedback and determine when and how to collect it.