In his final installment in a series on student assessment, Dr. Mayo says it is increasingly important to explain to students the criteria we use in grading. Not only does doing so make our jobs easier, but it is only fair to tell students ahead of time how they are going to be evaluated.
By Dr. Fred Mayo, CHE, CHT
Over the last three months, we have discussed the purposes of assessment and assessment methods such as keeping track of attendance, using open-book tests, administering take-home examinations, evaluating oral presentations, grading class participation and observing student performance in culinary classrooms and dining rooms. This month, we will examine assessment criteria and rubrics.
Criteria versus Methods
Many faculty members confuse assessment criteria with assessment methods, understandable since many of us were taught in situations where there were no explicit criteria and the only thing we knew was the grading mix—what percentage of the grade was based on which specific assignments. However, the world of assessment has grown immensely, and the renewed focus on outcomes has led many of us to develop a range of assessment methods and criteria.