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Proficient Nonproficient
Good Fair Poor
Figure 5-2. Traditional grading.
Organized
An assessment must be organized. Almost any pattern is
acceptable, as long as it is logical and makes sense to the
student. An effective organizational pattern might be the
sequence of the performance itself. Sometimes an assessment
can profitably begin at the point at which a demonstration
failed, and work backward through the steps that led to
the failure. A success can be analyzed in similar fashion.
Alternatively, a glaring deficiency can serve as the core of
an assessment. Breaking the whole into parts, or building
the parts into a whole, is another possible organizational
approach.
Thoughtful
An effective assessment reflects the instructor’s thoughtfulness
toward the student’s need for self-esteem, recognition, and
approval. The instructor must not minimize the inherent
dignity and importance of the individual. Ridicule, anger,
or fun at the expense of the student never has a place in
assessment. While being straightforward and honest, the
instructor should always respect the student’s personal
feelings. For example, the instructor should try to deliver
criticism in private.
Specific
The instructor’s comments and recommendations should be
specific. Students cannot act on recommendations unless
they know specifically what the recommendations are. A
statement such as, “Your second weld wasn’t as good as your
first,” has little constructive value. Instead, the instructor
should say why it was not as good, and offer suggestions
on how to improve the weld. If the instructor has a clear,
well-founded, and supportable idea in mind, it should be
expressed with firmness and authority, and in terms that
cannot be misunderstood. At the conclusion of an assessment,
students should have no doubt about what they did well and
what they did poorly and, most importantly, specifically how
they can improve.
Traditional Assessment
As defined earlier, traditional assessment generally refers to
written testing, such as multiple choice, matching, true/false,
fill in the blank, etc. Written assessments must typically
be completed within a specific amount of time. There is
a single, correct response for each item. The assessment,
or test, assumes that all students should learn the same
thing, and relies on rote memorization of facts. Responses
are often machine scored, and offer little opportunity for
a demonstration of the thought processes characteristic of
critical thinking skills.
One shortcoming is that traditional assessment approaches
are generally instructor centered, and that they measure
performance against an empirical standard. In traditional
assessment, fairly simple grading matrices such as shown in
Figure 5-2 are used. The problem with this type of assessment
has always been that a satisfactory grade for the first lesson
may be an unsatisfactory on lesson number three.
Still, tests of this nature do have a place in the assessment
hierarchy. Multiple choice, supply type, and other such tests
are useful in assessing the student’s grasp of information,
concepts, terms, processes, and rules—factual knowledge
that forms the foundation needed for the student to advance
to higher levels of learning.
Characteristics of a Good Written Assessment
(Test)
Whether or not an instructor designs his or her own tests
or uses commercially available test banks, it is important
to know the components of an effective test. (Note: This
section is intended to introduce basic concepts of written test
design. Please see Appendix A for testing and test writing
publications.)
A test is a set of questions, problems, or exercises intended
to determine whether the student possesses a particular
knowledge or skill. A test can consist of just one test item,
but it usually consists of a number of test items. A test item
measures a single objective, and calls for a single response.
The test could be as simple as the correct answer to an
essay question or as complex as completing a knowledge or
practical test. Regardless of the underlying purpose, effective
tests share certain characteristics. [Figure 5-3]
Reliability is the degree to which test results are consistent
with repeated measurements. If identical measurements are
obtained every time a certain instrument is applied to a certain
dimension, the instrument is considered reliable. The reliability
of a written test is judged by whether it gives consistent
　
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