1. WHAT HAVE WE AT KING'S COLLEGE LEARNED ABOUT GOOD ASSESSMENT CRITERIA?
a. they are written down
b. they include as many of the teacher's expectations as possible, even those that may not be quantifiable or measurable in a conventional sense, e.g., vision, inspiration, imagination, eloquence, and affective response
c. they are clear, specific, pointed, and appropriate to the student's level of comprehension (i.e., different for Freshman and Seniors)
d. they distinguish the relative importance of criteria, e.g., generous use of examples vs., neat appearance; they are appropriately ordered, e.g., content before process
e. they make clear characteristics that apply to content, process, and style
f. they allow for student and teacher to monitor progress in building on strengths and repairing weaknesses
g. they provide a starting point for feedback to students, a jumping-off place for continuing conversation
h. they are communicated in a way that makes their relevance and adaptability to other settings and disciplines clear (transferability)
i. they reflect the best attractions and appeals of a discipline, i.e., not the trivial or petty
2. HOW CAN WE DEFINE CRITERIA SO THAT STUDENTS UNDERSTAND THEM AND CAN USE THEM TO ENHANCE THEIR OWN LEARNING?
a. use simple and clear language
b. make criteria specific to the assignment
c. repeat criteria from assignment to assignment to monitor progress in important areas
d. provide opportunities for re-doing, revising
3. HOW DO STUDENTS RESPOND TO STATED CRITERIA?
a. they suffer from less anxiety about meeting requirements of an assignment
b. they enjoy greater confidence in completing in assignment
c. they develop greater ability and comfortableness in self-assessment
d. they come to expect criteria and object to vague assignments
e. the questions they ask about an assignment are likely to be more sophisticated and meaningful
f. they take more responsibility for their own learning
Last Revision: 2 December 2004
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