Automatic, Multiple Assessment Options in Undergraduate Meteorology Education

Autor/in	Kahl, Jonathan D. W.
Titel	Automatic, Multiple Assessment Options in Undergraduate Meteorology Education
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 8, S.1319-1325 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1249337
Schlagwörter	Undergraduate Students; Meteorology; College Science; Student Evaluation; Alternative Assessment; Scores; Student Surveys; Science Achievement; Student Attitudes; Grading; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Meteorologie; Schulnote; Studentische Bewertung; Schülerbefragung; Schülerverhalten; Notengebung
Abstract	Since 2008, automatic, multiple assessment options have been utilised in selected undergraduate meteorology courses at the University of Wisconsin--Milwaukee. Motivated by a desire to reduce stress among students, the assessment methodology includes examination-heavy and homework-heavy alternatives, differing by an adjustable 15% of the overall course grade. Students do not need to commit "a priori" to one particular assessment option, as the more beneficial of two alternative assessment schemes is automatically chosen at the end of the semester. An analysis of assessment score differences reveals that end-of-semester assessments increased by more than 1% for 48% of the students enrolled, a consequential increase which can improve a student's assessment by a fractional grade. Score differences among the two assessment alternatives tend to be smaller for higher achieving students, and larger for the middle- and lower achieving students. Score differences larger than 3% were rare. Limited survey results indicate that students understand and appreciate the assessment scheme, and feel that it reduces stress and may improve their academic performance. The automatic, multiple assessment methodology presents no risk to either student or instructor, as students can only benefit and virtually no effort is required of the instructor. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01