Methodology For Formative Assessment

Abstract

This paper reports on an investigation into the development of a methodology for efficiently obtaining and analyzing formative assessment information. A primary criterion for the methodology was that it must support the efficient design of a unique questionnaire for each lesson in which each student attending that lesson would complete the custom-designed questionnaire. Additional criteria called for the instructor to be able to analyze data from the questionnaires in real time in a matter that permitted adjustment of the lesson in progress. In addition, the assessment methodology should enable the instructor to adapt subsequent lesson plans based on the feedback. The author developed Windows applications in Visual Basic to aid in meeting these criteria without an excessive investment of faculty resources. Visual Basic supports the development of Windows applications having graphical user interfaces that can be accessed over an Intranet. This made it an excellent vehicle for meeting the design criteria.

Accreditation requires6 – among other things – continuous quality improvement by assessing student outcomes 2 and using the attendant feedback to influence and impact course, curriculum, program, department and college planning. Although some faculty may receive additional resources to handle the extra workload required to implement the assessment of student outcomes, all must meet the requirements without compromising their contributions in teaching, scholarship and service. An ASEE position paper1 addresses the concept of economical use of faculty resources by stating "The cost of assessment should be outweighed by the benefits to the educational program being assessed." Many engineering professors welcome any method that can be used to provide meaningful feedback while requiring only minimal resources.

This paper reports on an investigation into the use of Visual Basic applications and computer networking capabilities for obtaining, analyzing, and applying extensive feedback on a course in progress. The feedback comprises formative assessment that relates to a continuous improvement process. As stated by Shaeiwitz 9 "Classroom assessment is often called formative assessment, since the feedback loop is very short term, and the specific purpose is to improve teaching and learning." Formative assessment data inform the instructor how to conduct a course in a manner that enhances student learning. In contrast, summative assessment relates to determining whether higher level, longer-term outcomes are being met.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright © 2003, American Society for Engineering Education