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The Difference Between Subjective and Objective Assessments

To design effective exams, educators need a strong understanding of the difference between objective and subjective assessments. Each of these styles has specific attributes that make them better suited for certain subjects and learning outcomes. Knowing when to use objective instead of subjective assessments, as well as identifying resources that can help increase the overall fairness of exams, is essential to educators’ efforts to accurately gauge the academic progress of their students.

Subjective Assessment

According to EnglishPost.org , “Subjective tests aim to assess areas of students’ performance that are complex and qualitative, using questioning which may have more than one correct answer or more ways to express it.” Subjective assessments are popular because they typically take less time for teachers to develop, and they offer students the ability to be creative or critical in constructing their answers. Some examples of subjective assessment questions include asking students to:

• Respond with short answers.
• Craft their answers in the form of an essay.
• Define a term, concept, or significant event.
• Respond with a critically thought-out or factually supported opinion.
• Respond to a theoretical scenario.

Subjective assessments are excellent for subjects like writing, reading, art/art history, philosophy, political science, or literature. More specifically, any subject that encourages debate, critical thinking, interpretation of art forms or policies, or applying specific knowledge to real-world scenarios is well-suited for subjective assessment.

Objective Assessment

Objective assessment, on the other hand, is far more exact and subsequently less open to the students’ interpretation of concepts or theories. Edulytic defines objective assessment as “a way of examining in which questions asked has a single correct answer.” Mathematics, geography, science, engineering, and computer science are all subjects that rely heavily on objective exams. Some of the most common item types for this style of assessment include:

• Multiple-choice
• True / false
• Fill in the Blank
• Assertion and reason

Which Kinds of Programs Use Which Exam Types?

Objective assessments are popular options for programs with curricula structured around absolutes or definite right and wrong answers; the sciences are a good example. If there are specific industry standards or best practices that professionals must follow at all times, objective assessments are an effective way to gauge students’ mastery of the requisite techniques or knowledge. Such programs might include:

• Engineering

Subjective assessments, on the other hand, lend themselves to programs where students are asked to apply what they’ve learned according to specific scenarios. Any field of study that emphasizes creativity, critical thinking, or problem-solving may place a high value on the qualitative aspects of subjective assessments. These could include:

• Arbitration

How Can Educators Make Their Assessments More Objective?

Creating objective assessments is key to accurately measuring students’ mastery of subject matter. Educators should consider creating a blueprint for their exams to maximize the objectivity of their questions. It can be easier to write objective items when using an exam blueprint. Building an exam blueprint allows teachers to track how each question applies to course learning objectives and specific content sections, as well as the corresponding level of cognition being assessed.

Once educators have carefully planned out their exams, they can begin writing questions. Carnegie Mellon University’s guide to creating exams offers the following suggestions to ensure test writers are composing objective questions.

• Write questions with only one correct answer.
• Compose questions carefully to avoid grammatical clues that could inadvertently signify the correct answer.
• Make sure that the wrong answer choices are actually plausible.
• Avoid “all of the above” or “none of the above” answers as much as possible.
• Do not write overly complex questions. (Avoid double negatives, idioms, etc.)
• Write questions that assess only a single idea or concept.

ExamSoft Can Help Improve the Objectivity of Your Exams

One important, and frequently overlooked, aspect of creating objective assessments is the manner in which those assessments are scored. How can teachers ensure that essay or short-answer questions are all evaluated in the same manner, especially when they are responsible for scoring a substantial number of exams? According to an ExamSoft blog titled “ How to Objectively Evaluate Student Assignments ,” “a rubric that lists the specific requirements needed to master the assignment helps educators provide clear and concise expectations to students, stay focused on whether those requirements have been met, and then communicate how well they were met.” Using rubric and assessment programs offers the following benefits for educators:

• Electronically link rubrics to learning objectives and outcomes or accreditation standards.
• Generate comprehensive reports on student or class performance.
• Share assessment data with students to improve self-assessment.
• Gain a more complete understanding of student performance, no matter the evaluation method.

Ultimately, employing rubric and assessment software gives both instructors and students a clearer picture of exam performance as it pertains to specific assignments or learning outcomes. This knowledge is instrumental to educators’ attempt to improve teaching methods, exam creation, grading — and students’ ability to refine their study habits.

Creating objective assessments will always be an important aspect of an educator’s job. Using all the tools at their disposal is the most effective way to ensure that all assessments objectively measure what students have learned, even when the content is subjective.

Learn more about ExamSoft’s rubric solution .

EnglishPost.org: What Are Subjective and Objective Tests?

Edulytic: Importance of Objective Assessment

Carnegie Mellon University: Creating Exams

ExamSoft: How to Objectively Evaluate Student Assignments

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The difference between subjective and objective assessments

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Understanding subjective and objective assessments, and the difference between the two, is central to designing effective exams. Educators need a strong understanding of both types to accurately assess student learning. Each of these styles has specific attributes that make them better suited for certain subjects and learning outcomes. Knowing when to use subjective instead of objective assessments, and vice versa, as well as identifying resources that can help increase the overall fairness of exams, is essential to educators’ efforts in accurately gauging the academic progress of their students.

Let’s take a closer look at subjective and objective assessments, how they are measured, and the ways in which they can be used effectively to evaluate student knowledge.

According to EnglishPost.org , “Subjective tests aim to assess areas of students’ performance that are complex and qualitative, using questioning that may have more than one correct answer or more ways to express it.” Subjective assessments are popular because they typically take less time for teachers to develop, and they offer students the ability to be creative or critical in constructing their answers. Some examples of subjective assessment questions include asking students to:

• Respond with short answers
• Craft their answers in the form of an essay
• Define a term, concept, or significant event
• Respond with a critically thought-out or factually-supported opinion
• Respond to a theoretical scenario

Subjective assessments are excellent for subjects like writing, reading, art/art history, philosophy, political science, or literature. More specifically, any subject that encourages debate, critical thinking, interpretation of art forms or policies, or applying specific knowledge to real-world scenarios is well-suited for subjective assessment. These include long-form essays, debates, interpretations, definitions of terms, concepts, and events as well as responding to theoretical scenarios, defending opinions, and other responses.

Objective assessment, on the other hand, is far more exact and subsequently less open to the students’ interpretation of concepts or theories. Edulytic defines objective assessment as “a way of examining in which questions asked has [sic] a single correct answer.” Mathematics, geography, science, engineering, and computer science are all subjects that rely heavily on objective exams. Some of the most common item types for this style of assessment include:

• Multiple-choice
• True / false
• Fill in the blank
• Assertion and reason

Assessments measure and evaluate student knowledge; to that end, grading is involved with doing so. Just as subjective and objective assessment differ, so do ways in which educators measure them.

Subjective performance measurements are dependent on the observer or grader and involve interpretation. A creative work might be the most clear example for which subjective measurement might apply; while grammar and syntax, of course, are necessary to express ideas, the quality of creative work is subject to human judgment. Opinion essays are also a subjective measurement, as there is no one right answer and are evaluated based on persuasion skills; the flow of logic or writing style, in addition to the content of an answer, can influence a person marking student work.

In brief, subjective measurement involves more than one correct answer and assesses qualitative or analytic thinking.

On the other hand, objective measurement is conducted independent of opinion. One extreme example is feeding a multiple-choice exam into a Scantron machine, which provides zero feedback and simply marks an answer wrong or correct. Even when a human being grades objective assessment and provides feedback, answers are not for interpretation when it comes to objective measurement. Other examples of objective measurement include mathematics problems with one correct answer that is unquestionable and again, independent of the grader’s opinion ( Jackson, retrieved 2023 ).

In sum, objective measurement is implicitly consistent, impartial, and usually quantifiable.

That said, measurement of assessments, whether subjective or objective, is a spectrum.

While a creative work may be graded almost entirely subjectively, a personal or opinion essay, while subjective in nature, may fall towards the middle of the spectrum. An analytical essay, for instance, can offer objective measurements like grammar, structure, primary or secondary sources , and citation. Of course, on the objective end of the spectrum are multiple-choice questions like mathematics problems. But even mathematics can fall towards the middle; for example, when students work on proofs and theorems to demonstrate logic and analytical thinking. In the case of a proof, a grader has to interpret how deeply a student understands the concept and might even grant partial credit.

The word “subjective” has often become a pejorative term when it comes to assessment and grading, while the word “objective” is elevated as a paragon of fairness. But the reality is that both subjective and objective assessments are effective ways to measure learning, when they are designed well and used appropriately.

Subjective and objective assessments are effective when they show reliability and validity .

An assessment is reliable when it consistently measures student learning. Reliability involves the correct answer every time, with no variation from student to student, making scores trustworthy; many standardized tests like those used for licensing or certification, for instance, are deemed highly reliable. In the case of subjective assessment, rubrics can provide increased reliability .

An assessment is valid when it measures what it was intended to measure. Validity accurately measures understanding, whether it is the evaluation of analytic thinking or factual knowledge.

You wouldn’t ask a nursing student to write an opinion essay on differential diagnosis and pharmaceutical treatment; at the same time, you wouldn’t ask graduate students of English literature to answer true/false questions about the works of Shakespeare. Providing the right kind of assessment to assess appropriate levels of knowledge and learning is critical.

The first step towards effective exam design is to consider the purpose of the assessment and uphold validity.

When an instructor wants to measure critical thinking skills, a student’s ability to come up with their own original ideas, or even how they arrived at their response, subjective assessment is the best fit. When an instructor wants to evaluate a student’s knowledge of facts, for instance, objective measurement is called for. Of course, exams can offer a variety of formats to measure both critical thinking and breadth of knowledge; many assessments benefit from the inclusion of both subjective and objective assessment questions. Subjective assessments lend themselves to programs where students are asked to apply what they’ve learned according to specific scenarios. Any field of study that emphasizes creativity, critical thinking, or problem-solving may place a high value on the qualitative aspects of subjective assessments. These could include:

• Arbitration

Objective assessments are popular options for programs with curricula structured around absolutes or definite right and wrong answers; the sciences are a good example. If there are specific industry standards or best practices that professionals must follow at all times, objective assessments are an effective way to gauge students’ mastery of the requisite techniques or knowledge. Such programs might include:

• Engineering

Creating reliable and valid assessments is key to accurately measuring students’ mastery of subject matter. Educators should consider creating a blueprint for their exams to maximize the reliability and validity of their questions. It can be easier to write assessments when using an exam blueprint. Building an exam blueprint allows teachers to track how each question applies to course learning objectives and specific content sections, as well as the corresponding level of cognition being assessed.

Once educators have carefully planned out their exams, they can begin writing questions. Carnegie Mellon University’s guide to creating exams offers the following suggestions to ensure test writers are composing objective questions:

• Write questions with only one correct answer.
• Compose questions carefully to avoid grammatical clues that could inadvertently signify the correct answer.
• Make sure that the wrong answer choices are actually plausible.
• Avoid “all of the above” or “none of the above” answers as much as possible.
• Do not write overly complex questions. (Avoid double negatives, idioms, etc.)
• Write questions that assess only a single idea or concept.

Subjectivity often feels like a “bad word” in the world of assessment and grading, but it is not. It just needs to be appropriate–that is, used in the right place and at the right time. In the Journal of Economic Behavior & Organization , researchers Méndez and Jahedi report, “Our results indicate that general subjective measures can effectively capture changes in both the explicit and the implicit components of the variable being measured and, therefore, that they can be better suited for the study of broadly defined concepts than objective measures.” Subjective assessments have a place in presenting knowledge of concepts, particularly in expressing an original opinion, thought, or discourse that does not have a singular answer.

What is “bad,” however, is bias, whether unconscious or conscious, in assessment design or grading. Bias is an unfair partiality for or against something, largely based on opinion and resistance to facts.

Subjective assessments are more vulnerable to bias and it’s important to ensure that the questions address what is supposed to be measured (upholding validity) and that any grader bias is mitigated with rubrics to bolster marking consistency (thereby upholding reliability). Other ways to mitigate bias include grading by question and not by student as well as employing name-blind grading.

Subjective and objective assessment efficacy is influenced by reliability, validity, and bias. Wherever, whenever possible, it is important to bolster reliability (consistency) and validity (accuracy) while reducing bias (unfair partiality). While reliability and validity are upheld during the design and execution of assessments, ensuring that questions align with learning expectations and course content and are fair, bias can interfere with the grading process.

One important, and frequently overlooked, aspect of creating reliable and valid assessments is the manner in which those assessments are scored by removing bias. How can teachers ensure that essay or short-answer questions are all evaluated in the same manner, especially when they are responsible for scoring a substantial number of exams?

• A rubric that lists the specific requirements needed to master the assignment, helps educators provide clear and concise expectations to students, stay focused on whether those requirements have been met, and then communicate how well they were met. Using rubrics also increases consistency and decreases time spent grading. (upholds reliability, mitigates bias)
• Name-blind grading is a key component to unbiased grading; by removing the affiliation of the student’s name to the assessment, any question of prejudice is removed. It can be enabled in grading software or via folding down the corner of pages with names on them. (mitigates bias)
• Grading by question instead of by student—grading all of one question first before moving on to the others—makes sure you’re grading to the same standard and not influenced by answers to a previous question ( Aldrich, 2017 ). (upholds reliability, mitigates bias)
• Student data insights can transform grading into learning . By conducting item analysis or, in other words, formally examining student responses and patterns, instructors can pinpoint whether or not assessments are accurately assessing student knowledge. Item analysis is a way for instructors to receive feedback on their instruction and makes learning visible. (upholds validity)
• Offer a variety of assessment formats to include different learning styles and measure different components of learning. Objective assessments like multiple-choice exams can assess a large breadth of knowledge in a short amount of time. Subjective assessments like short- and long-answer questions can test whether or not students have a deep conceptual understanding of subjects by asking students to explain their approach or thinking. Using a combination of formats within the same exam can also bolster reliability and validity. (upholds reliability, upholds validity)
• And finally, consider eliminating grading on a curve ( Calsamiglia & Loviglio, 2019 ). When students are graded on a curve, the act of adjusting student grades so that they’re relative to the grades of their peers, there is an implicit message that students compete with each other—including those who might be cheating. According to research, “moving away from curving sets the expectation that all students have the opportunity to achieve the highest possible grade” ( Schinske & Tanner, 2014 ). (upholds reliability, upholds validity, mitigates bias)

Using assessment tools offer the following benefits for educators:

• Electronically link rubrics to learning objectives and outcomes or accreditation standards.
• Generate comprehensive reports on student or class performance.
• Share assessment data with students to improve self-assessment.
• Gain a more complete understanding of student performance, no matter the evaluation method.

Ultimately, employing rubric and assessment software tools like ExamSoft and Gradescope gives both instructors and students a clearer picture of exam performance as it pertains to specific assignments or learning outcomes. This knowledge is instrumental to educators’ attempt to improve teaching methods, exam creation, grading—and students’ ability to refine their study habits.

Creating reliable and valid assessments with unbiased measurement will always be an important aspect of an educator’s job. Using all the tools at their disposal is the most effective way to ensure that all assessments—whether subjective or objective— accurately measure what students have learned.

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17.6: What are the benefits of essay tests?

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• Page ID 87692

• Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
• Old Dominion University

Learning Objectives

• Understand the benefits of essay questions for both Students and Teachers
• Identify when essays are useful

Introduction

Essays, along with multiple choice, are a very common method of assessment. Essays offer a means completely different than that of multiple choice. When thinking of a means of assessment, the essay along with multiple choice are the two that most come to mind (Schouller).The essay lends itself to specific subjects; for example, a math test would not have an essay question. The essay is more common in the arts, humanities and the social sciences(Scouller). On occasion an essay can be used used in both physical and natural sciences as well(Scouller). As a future history teacher, I will find that essays will be an essential part of my teaching structure.

The Benefits for Students

By utilizing essays as a mean of assessments, teachers are able to better survey what the student has learned. Multiple choice questions, by their very design, can be worked around. The student can guess, and has decent chance of getting the question right, even if they did not know the answer. This blind guessing does not benefit the student at all. In addition, some multiple choices can deceive the student(Moore). Short answers, and their big brother the essay, work in an entirely different way. Essays remove this factor. in a addition, rather than simply recognize the subject matter, the student must recall the material covered. This challenges the student more, and by forcing the student to remember the information needed, causes the student to retain it better. This in turn reinforces understanding(Moore). Scouller adds to this observation, determining that essay assessment "encourages students' development of higher order intellectual skills and the employment of deeper learning approaches; and secondly, allows students to demonstrate their development."

"Essay questions provide more opportunity to communicate ideas. Whereas multiple choice limits the options, an essay allows the student express ideas that would otherwise not be communicated." (Moore)

The Benefits for Teachers

The matter of preparation must also be considered when comparing multiple choice and essays. For multiple choice questions, the instructor must choose several questions that cover the material covered. After doing so, then the teacher has to come up with multiple possible answers. This is much more difficult than one might assume. With the essay question, the teacher will still need to be creative. However, the teacher only has to come up with a topic, and what the student is expected to cover. This saves the teacher time. When grading, the teacher knows what he or she is looking for in the paper, so the time spent reading is not necessarily more. The teacher also benefits from a better understanding of what they are teaching. The process of selecting a good essay question requires some critical thought of its own, which reflects onto the teacher(Moore).

Multiple Choice. True or False. Short Answer. Essay. All are forms of assessment. All have their pros and cons. For some, they are better suited for particular subjects. Others, not so much. Some students may even find essays to be easier. It is vital to understand when it is best to utilize the essay. Obviously for teachers of younger students, essays are not as useful. However, as the age of the student increase, the importance of the essay follows suit. That essays are utilized in essential exams such as the SAT, SOLs and in our case the PRAXIS demonstrates how important essays are. However, what it ultimately comes down to is what the teacher feels what will best assess what has been covered.

Exercise \(\PageIndex{1}\)

1)What Subject would most benefit from essays?

B: Mathematics for the Liberal Arts

C: Survey of American Literature

2)What is an advantage of essay assessment for the student?

A) They allow for better expression

B) There is little probability for randomness

C) The time taken is less overall

D) A & B

3)What is NOT a benefit of essay assessment for the teacher

A)They help the instructor better understand the subject

B)They remove some the work required for multiple choice

C)The time spent on preparation is less

D) There is no noticeable benefit.

4)Issac is a teacher making up a test. The test will have multiple sections: Short answer, multiple choice, and an essay. What subject does Issac MOST LIKELY teach?

References Cited

1)Moore, S.(2008) Interview with Scott Moore, Professor at Old Dominion University

2)Scouller, K. (1998). The influence of assessment method on students' learning approaches: multiple Choice question examination versus assignment essay. Higher Education 35(4), pp. 453–472

Center for Teaching

Assessing student learning.

Forms and Purposes of Student Assessment

Assessment is more than grading, assessment plans, methods of student assessment, generative and reflective assessment, teaching guides related to student assessment, references and additional resources.

Student assessment is, arguably, the centerpiece of the teaching and learning process and therefore the subject of much discussion in the scholarship of teaching and learning. Without some method of obtaining and analyzing evidence of student learning, we can never know whether our teaching is making a difference. That is, teaching requires some process through which we can come to know whether students are developing the desired knowledge and skills, and therefore whether our instruction is effective. Learning assessment is like a magnifying glass we hold up to students’ learning to discern whether the teaching and learning process is functioning well or is in need of change.

To provide an overview of learning assessment, this teaching guide has several goals, 1) to define student learning assessment and why it is important, 2) to discuss several approaches that may help to guide and refine student assessment, 3) to address various methods of student assessment, including the test and the essay, and 4) to offer several resources for further research. In addition, you may find helfpul this five-part video series on assessment that was part of the Center for Teaching’s Online Course Design Institute.

What is student assessment and why is it Important?

In their handbook for course-based review and assessment, Martha L. A. Stassen et al. define assessment as “the systematic collection and analysis of information to improve student learning” (2001, p. 5). An intentional and thorough assessment of student learning is vital because it provides useful feedback to both instructors and students about the extent to which students are successfully meeting learning objectives. In their book Understanding by Design , Grant Wiggins and Jay McTighe offer a framework for classroom instruction — “Backward Design”— that emphasizes the critical role of assessment. For Wiggins and McTighe, assessment enables instructors to determine the metrics of measurement for student understanding of and proficiency in course goals. Assessment provides the evidence needed to document and validate that meaningful learning has occurred (2005, p. 18). Their approach “encourages teachers and curriculum planners to first ‘think like an assessor’ before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings” (Wiggins and McTighe, 2005, p. 18). [1]

Not only does effective assessment provide us with valuable information to support student growth, but it also enables critically reflective teaching. Stephen Brookfield, in Becoming a Critically Reflective Teacher, argues that critical reflection on one’s teaching is an essential part of developing as an educator and enhancing the learning experience of students (1995). Critical reflection on one’s teaching has a multitude of benefits for instructors, including the intentional and meaningful development of one’s teaching philosophy and practices. According to Brookfield, referencing higher education faculty, “A critically reflective teacher is much better placed to communicate to colleagues and students (as well as to herself) the rationale behind her practice. She works from a position of informed commitment” (Brookfield, 1995, p. 17). One important lens through which we may reflect on our teaching is our student evaluations and student learning assessments. This reflection allows educators to determine where their teaching has been effective in meeting learning goals and where it has not, allowing for improvements. Student assessment, then, both develop the rationale for pedagogical choices, and enables teachers to measure the effectiveness of their teaching.

The scholarship of teaching and learning discusses two general forms of assessment. The first, summative assessment , is one that is implemented at the end of the course of study, for example via comprehensive final exams or papers. Its primary purpose is to produce an evaluation that “sums up” student learning. Summative assessment is comprehensive in nature and is fundamentally concerned with learning outcomes. While summative assessment is often useful for communicating final evaluations of student achievement, it does so without providing opportunities for students to reflect on their progress, alter their learning, and demonstrate growth or improvement; nor does it allow instructors to modify their teaching strategies before student learning in a course has concluded (Maki, 2002).

The second form, formative assessment , involves the evaluation of student learning at intermediate points before any summative form. Its fundamental purpose is to help students during the learning process by enabling them to reflect on their challenges and growth so they may improve. By analyzing students’ performance through formative assessment and sharing the results with them, instructors help students to “understand their strengths and weaknesses and to reflect on how they need to improve over the course of their remaining studies” (Maki, 2002, p. 11). Pat Hutchings refers to as “assessment behind outcomes”: “the promise of assessment—mandated or otherwise—is improved student learning, and improvement requires attention not only to final results but also to how results occur. Assessment behind outcomes means looking more carefully at the process and conditions that lead to the learning we care about…” (Hutchings, 1992, p. 6, original emphasis). Formative assessment includes all manner of coursework with feedback, discussions between instructors and students, and end-of-unit examinations that provide an opportunity for students to identify important areas for necessary growth and development for themselves (Brown and Knight, 1994).

It is important to recognize that both summative and formative assessment indicate the purpose of assessment, not the method . Different methods of assessment (discussed below) can either be summative or formative depending on when and how the instructor implements them. Sally Brown and Peter Knight in Assessing Learners in Higher Education caution against a conflation of the method (e.g., an essay) with the goal (formative or summative): “Often the mistake is made of assuming that it is the method which is summative or formative, and not the purpose. This, we suggest, is a serious mistake because it turns the assessor’s attention away from the crucial issue of feedback” (1994, p. 17). If an instructor believes that a particular method is formative, but he or she does not take the requisite time or effort to provide extensive feedback to students, the assessment effectively functions as a summative assessment despite the instructor’s intentions (Brown and Knight, 1994). Indeed, feedback and discussion are critical factors that distinguish between formative and summative assessment; formative assessment is only as good as the feedback that accompanies it.

It is not uncommon to conflate assessment with grading, but this would be a mistake. Student assessment is more than just grading. Assessment links student performance to specific learning objectives in order to provide useful information to students and instructors about learning and teaching, respectively. Grading, on the other hand, according to Stassen et al. (2001) merely involves affixing a number or letter to an assignment, giving students only the most minimal indication of their performance relative to a set of criteria or to their peers: “Because grades don’t tell you about student performance on individual (or specific) learning goals or outcomes, they provide little information on the overall success of your course in helping students to attain the specific and distinct learning objectives of interest” (Stassen et al., 2001, p. 6). Grades are only the broadest of indicators of achievement or status, and as such do not provide very meaningful information about students’ learning of knowledge or skills, how they have developed, and what may yet improve. Unfortunately, despite the limited information grades provide students about their learning, grades do provide students with significant indicators of their status – their academic rank, their credits towards graduation, their post-graduation opportunities, their eligibility for grants and aid, etc. – which can distract students from the primary goal of assessment: learning. Indeed, shifting the focus of assessment away from grades and towards more meaningful understandings of intellectual growth can encourage students (as well as instructors and institutions) to attend to the primary goal of education.

Barbara Walvoord (2010) argues that assessment is more likely to be successful if there is a clear plan, whether one is assessing learning in a course or in an entire curriculum (see also Gelmon, Holland, and Spring, 2018). Without some intentional and careful plan, assessment can fall prey to unclear goals, vague criteria, limited communication of criteria or feedback, invalid or unreliable assessments, unfairness in student evaluations, or insufficient or even unmeasured learning. There are several steps in this planning process.

• Defining learning goals. An assessment plan usually begins with a clearly articulated set of learning goals.
• Defining assessment methods. Once goals are clear, an instructor must decide on what evidence – assignment(s) – will best reveal whether students are meeting the goals. We discuss several common methods below, but these need not be limited by anything but the learning goals and the teaching context.
• Developing the assessment. The next step would be to formulate clear formats, prompts, and performance criteria that ensure students can prepare effectively and provide valid, reliable evidence of their learning.
• Integrating assessment with other course elements. Then the remainder of the course design process can be completed. In both integrated (Fink 2013) and backward course design models (Wiggins & McTighe 2005), the primary assessment methods, once chosen, become the basis for other smaller reading and skill-building assignments as well as daily learning experiences such as lectures, discussions, and other activities that will prepare students for their best effort in the assessments.
• Communicate about the assessment. Once the course has begun, it is possible and necessary to communicate the assignment and its performance criteria to students. This communication may take many and preferably multiple forms to ensure student clarity and preparation, including assignment overviews in the syllabus, handouts with prompts and assessment criteria, rubrics with learning goals, model assignments (e.g., papers), in-class discussions, and collaborative decision-making about prompts or criteria, among others.
• Administer the assessment. Instructors then can implement the assessment at the appropriate time, collecting evidence of student learning – e.g., receiving papers or administering tests.
• Analyze the results. Analysis of the results can take various forms – from reading essays to computer-assisted test scoring – but always involves comparing student work to the performance criteria and the relevant scholarly research from the field(s).
• Communicate the results. Instructors then compose an assessment complete with areas of strength and improvement, and communicate it to students along with grades (if the assignment is graded), hopefully within a reasonable time frame. This also is the time to determine whether the assessment was valid and reliable, and if not, how to communicate this to students and adjust feedback and grades fairly. For instance, were the test or essay questions confusing, yielding invalid and unreliable assessments of student knowledge.
• Reflect and revise. Once the assessment is complete, instructors and students can develop learning plans for the remainder of the course so as to ensure improvements, and the assignment may be changed for future courses, as necessary.

Let’s see how this might work in practice through an example. An instructor in a Political Science course on American Environmental Policy may have a learning goal (among others) of students understanding the historical precursors of various environmental policies and how these both enabled and constrained the resulting legislation and its impacts on environmental conservation and health. The instructor therefore decides that the course will be organized around a series of short papers that will combine to make a thorough policy report, one that will also be the subject of student presentations and discussions in the last third of the course. Each student will write about an American environmental policy of their choice, with a first paper addressing its historical precursors, a second focused on the process of policy formation, and a third analyzing the extent of its impacts on environmental conservation or health. This will help students to meet the content knowledge goals of the course, in addition to its goals of improving students’ research, writing, and oral presentation skills. The instructor then develops the prompts, guidelines, and performance criteria that will be used to assess student skills, in addition to other course elements to best prepare them for this work – e.g., scaffolded units with quizzes, readings, lectures, debates, and other activities. Once the course has begun, the instructor communicates with the students about the learning goals, the assignments, and the criteria used to assess them, giving them the necessary context (goals, assessment plan) in the syllabus, handouts on the policy papers, rubrics with assessment criteria, model papers (if possible), and discussions with them as they need to prepare. The instructor then collects the papers at the appropriate due dates, assesses their conceptual and writing quality against the criteria and field’s scholarship, and then provides written feedback and grades in a manner that is reasonably prompt and sufficiently thorough for students to make improvements. Then the instructor can make determinations about whether the assessment method was effective and what changes might be necessary.

Assessment can vary widely from informal checks on understanding, to quizzes, to blogs, to essays, and to elaborate performance tasks such as written or audiovisual projects (Wiggins & McTighe, 2005). Below are a few common methods of assessment identified by Brown and Knight (1994) that are important to consider.

According to Euan S. Henderson, essays make two important contributions to learning and assessment: the development of skills and the cultivation of a learning style (1980). The American Association of Colleges & Universities (AAC&U) also has found that intensive writing is a “high impact” teaching practice likely to help students in their engagement, learning, and academic attainment (Kuh 2008).

Things to Keep in Mind about Essays

• Essays are a common form of writing assignment in courses and can be either a summative or formative form of assessment depending on how the instructor utilizes them.
• Essays encompass a wide array of narrative forms and lengths, from short descriptive essays to long analytical or creative ones. Shorter essays are often best suited to assess student’s understanding of threshold concepts and discrete analytical or writing skills, while longer essays afford assessments of higher order concepts and more complex learning goals, such as rigorous analysis, synthetic writing, problem solving, or creative tasks.
• A common challenge of the essay is that students can use them simply to regurgitate rather than analyze and synthesize information to make arguments. Students need performance criteria and prompts that urge them to go beyond mere memorization and comprehension, but encourage the highest levels of learning on Bloom’s Taxonomy . This may open the possibility for essay assignments that go beyond the common summary or descriptive essay on a given topic, but demand, for example, narrative or persuasive essays or more creative projects.
• Instructors commonly assume that students know how to write essays and can encounter disappointment or frustration when they discover that this is sometimes not the case. For this reason, it is important for instructors to make their expectations clear and be prepared to assist, or provide students to resources that will enhance their writing skills. Faculty may also encourage students to attend writing workshops at university writing centers, such as Vanderbilt University’s Writing Studio .

Exams and time-constrained, individual assessment

Examinations have traditionally been a gold standard of assessment, particularly in post-secondary education. Many educators prefer them because they can be highly effective, they can be standardized, they are easily integrated into disciplines with certification standards, and they are efficient to implement since they can allow for less labor-intensive feedback and grading. They can involve multiple forms of questions, be of varying lengths, and can be used to assess multiple levels of student learning. Like essays they can be summative or formative forms of assessment.

Things to Keep in Mind about Exams

• Exams typically focus on the assessment of students’ knowledge of facts, figures, and other discrete information crucial to a course. While they can involve questioning that demands students to engage in higher order demonstrations of comprehension, problem solving, analysis, synthesis, critique, and even creativity, such exams often require more time to prepare and validate.
• Exam questions can be multiple choice, true/false, or other discrete answer formats, or they can be essay or problem-solving. For more on how to write good multiple choice questions, see this guide .
• Exams can make significant demands on students’ factual knowledge and therefore can have the side-effect of encouraging cramming and surface learning. Further, when exams are offered infrequently, or when they have high stakes by virtue of their heavy weighting in course grade schemes or in student goals, they may accompany violations of academic integrity.
• In the process of designing an exam, instructors should consider the following questions. What are the learning objectives that the exam seeks to evaluate? Have students been adequately prepared to meet exam expectations? What are the skills and abilities that students need to do well on the exam? How will this exam be utilized to enhance the student learning process?

Self-Assessment

The goal of implementing self-assessment in a course is to enable students to develop their own judgment and the capacities for critical meta-cognition – to learn how to learn. In self-assessment students are expected to assess both the processes and products of their learning. While the assessment of the product is often the task of the instructor, implementing student self-assessment in the classroom ensures students evaluate their performance and the process of learning that led to it. Self-assessment thus provides a sense of student ownership of their learning and can lead to greater investment and engagement. It also enables students to develop transferable skills in other areas of learning that involve group projects and teamwork, critical thinking and problem-solving, as well as leadership roles in the teaching and learning process with their peers.

Things to Keep in Mind about Self-Assessment

• Self-assessment is not self-grading. According to Brown and Knight, “Self-assessment involves the use of evaluative processes in which judgement is involved, where self-grading is the marking of one’s own work against a set of criteria and potential outcomes provided by a third person, usually the [instructor]” (1994, p. 52). Self-assessment can involve self-grading, but instructors of record retain the final authority to determine and assign grades.
• To accurately and thoroughly self-assess, students require clear learning goals for the assignment in question, as well as rubrics that clarify different performance criteria and levels of achievement for each. These rubrics may be instructor-designed, or they may be fashioned through a collaborative dialogue with students. Rubrics need not include any grade assignation, but merely descriptive academic standards for different criteria.
• Students may not have the expertise to assess themselves thoroughly, so it is helpful to build students’ capacities for self-evaluation, and it is important that they always be supplemented with faculty assessments.
• Students may initially resist instructor attempts to involve themselves in the assessment process. This is usually due to insecurities or lack of confidence in their ability to objectively evaluate their own work, or possibly because of habituation to more passive roles in the learning process. Brown and Knight note, however, that when students are asked to evaluate their work, frequently student-determined outcomes are very similar to those of instructors, particularly when the criteria and expectations have been made explicit in advance (1994).
• Methods of self-assessment vary widely and can be as unique as the instructor or the course. Common forms of self-assessment involve written or oral reflection on a student’s own work, including portfolio, logs, instructor-student interviews, learner diaries and dialog journals, post-test reflections, and the like.

Peer Assessment

Peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and, in return, have their own work evaluated as well. This dimension of assessment is significantly grounded in theoretical approaches to active learning and adult learning . Like self-assessment, peer assessment gives learners ownership of learning and focuses on the process of learning as students are able to “share with one another the experiences that they have undertaken” (Brown and Knight, 1994, p. 52).  However, it also provides students with other models of performance (e.g., different styles or narrative forms of writing), as well as the opportunity to teach, which can enable greater preparation, reflection, and meta-cognitive organization.

Things to Keep in Mind about Peer Assessment

• Similar to self-assessment, students benefit from clear and specific learning goals and rubrics. Again, these may be instructor-defined or determined through collaborative dialogue.
• Also similar to self-assessment, it is important to not conflate peer assessment and peer grading, since grading authority is retained by the instructor of record.
• While student peer assessments are most often fair and accurate, they sometimes can be subject to bias. In competitive educational contexts, for example when students are graded normatively (“on a curve”), students can be biased or potentially game their peer assessments, giving their fellow students unmerited low evaluations. Conversely, in more cooperative teaching environments or in cases when they are friends with their peers, students may provide overly favorable evaluations. Also, other biases associated with identity (e.g., race, gender, or class) and personality differences can shape student assessments in unfair ways. Therefore, it is important for instructors to encourage fairness, to establish processes based on clear evidence and identifiable criteria, and to provide instructor assessments as accompaniments or correctives to peer evaluations.
• Students may not have the disciplinary expertise or assessment experience of the instructor, and therefore can issue unsophisticated judgments of their peers. Therefore, to avoid unfairness, inaccuracy, and limited comments, formative peer assessments may need to be supplemented with instructor feedback.

As Brown and Knight assert, utilizing multiple methods of assessment, including more than one assessor when possible, improves the reliability of the assessment data. It also ensures that students with diverse aptitudes and abilities can be assessed accurately and have equal opportunities to excel. However, a primary challenge to the multiple methods approach is how to weigh the scores produced by multiple methods of assessment. When particular methods produce higher range of marks than others, instructors can potentially misinterpret and mis-evaluate student learning. Ultimately, they caution that, when multiple methods produce different messages about the same student, instructors should be mindful that the methods are likely assessing different forms of achievement (Brown and Knight, 1994).

These are only a few of the many forms of assessment that one might use to evaluate and enhance student learning (see also ideas present in Brown and Knight, 1994). To this list of assessment forms and methods we may add many more that encourage students to produce anything from research papers to films, theatrical productions to travel logs, op-eds to photo essays, manifestos to short stories. The limits of what may be assigned as a form of assessment is as varied as the subjects and skills we seek to empower in our students. Vanderbilt’s Center for Teaching has an ever-expanding array of guides on creative models of assessment that are present below, so please visit them to learn more about other assessment innovations and subjects.

Whatever plan and method you use, assessment often begins with an intentional clarification of the values that drive it. While many in higher education may argue that values do not have a role in assessment, we contend that values (for example, rigor) always motivate and shape even the most objective of learning assessments. Therefore, as in other aspects of assessment planning, it is helpful to be intentional and critically reflective about what values animate your teaching and the learning assessments it requires. There are many values that may direct learning assessment, but common ones include rigor, generativity, practicability, co-creativity, and full participation (Bandy et al., 2018). What do these characteristics mean in practice?

Rigor. In the context of learning assessment, rigor means aligning our methods with the goals we have for students, principles of validity and reliability, ethics of fairness and doing no harm, critical examinations of the meaning we make from the results, and good faith efforts to improve teaching and learning. In short, rigor suggests understanding learning assessment as we would any other form of intentional, thoroughgoing, critical, and ethical inquiry.

Generativity. Learning assessments may be most effective when they create conditions for the emergence of new knowledge and practice, including student learning and skill development, as well as instructor pedagogy and teaching methods. Generativity opens up rather than closes down possibilities for discovery, reflection, growth, and transformation.

Practicability. Practicability recommends that learning assessment be grounded in the realities of the world as it is, fitting within the boundaries of both instructor’s and students’ time and labor. While this may, at times, advise a method of learning assessment that seems to conflict with the other values, we believe that assessment fails to be rigorous, generative, participatory, or co-creative if it is not feasible and manageable for instructors and students.

Full Participation. Assessments should be equally accessible to, and encouraging of, learning for all students, empowering all to thrive regardless of identity or background. This requires multiple and varied methods of assessment that are inclusive of diverse identities – racial, ethnic, national, linguistic, gendered, sexual, class, etcetera – and their varied perspectives, skills, and cultures of learning.

Co-creation. As alluded to above regarding self- and peer-assessment, co-creative approaches empower students to become subjects of, not just objects of, learning assessment. That is, learning assessments may be more effective and generative when assessment is done with, not just for or to, students. This is consistent with feminist, social, and community engagement pedagogies, in which values of co-creation encourage us to critically interrogate and break down hierarchies between knowledge producers (traditionally, instructors) and consumers (traditionally, students) (e.g., Saltmarsh, Hartley, & Clayton, 2009, p. 10; Weimer, 2013). In co-creative approaches, students’ involvement enhances the meaningfulness, engagement, motivation, and meta-cognitive reflection of assessments, yielding greater learning (Bass & Elmendorf, 2019). The principle of students being co-creators of their own education is what motivates the course design and professional development work Vanderbilt University’s Center for Teaching has organized around the Students as Producers theme.

Below is a list of other CFT teaching guides that supplement this one and may be of assistance as you consider all of the factors that shape your assessment plan.

• Active Learning
• An Introduction to Lecturing
• Beyond the Essay: Making Student Thinking Visible in the Humanities
• Bloom’s Taxonomy
• Classroom Assessment Techniques (CATs)
• Classroom Response Systems
• How People Learn
• Service-Learning and Community Engagement
• Syllabus Construction
• Teaching with Blogs
• Test-Enhanced Learning
• Assessing Student Learning (a five-part video series for the CFT’s Online Course Design Institute)

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers . 2 nd edition. San Francisco: Jossey-Bass, 1993. Print.

Bandy, Joe, Mary Price, Patti Clayton, Julia Metzker, Georgia Nigro, Sarah Stanlick, Stephani Etheridge Woodson, Anna Bartel, & Sylvia Gale. Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement . Davis, CA: Imagining America, 2018. Web.

Bass, Randy and Heidi Elmendorf. 2019. “ Designing for Difficulty: Social Pedagogies as a Framework for Course Design .” Social Pedagogies: Teagle Foundation White Paper. Georgetown University, 2019. Web.

Brookfield, Stephen D. Becoming a Critically Reflective Teacher . San Francisco: Jossey-Bass, 1995. Print

Brown, Sally, and Peter Knight. Assessing Learners in Higher Education . 1 edition. London ;Philadelphia: Routledge, 1998. Print.

Cameron, Jeanne et al. “Assessment as Critical Praxis: A Community College Experience.” Teaching Sociology 30.4 (2002): 414–429. JSTOR . Web.

Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Second Edition. San Francisco, CA: Jossey-Bass, 2013. Print.

Gibbs, Graham and Claire Simpson. “Conditions under which Assessment Supports Student Learning. Learning and Teaching in Higher Education 1 (2004): 3-31. Print.

Henderson, Euan S. “The Essay in Continuous Assessment.” Studies in Higher Education 5.2 (1980): 197–203. Taylor and Francis+NEJM . Web.

Gelmon, Sherril B., Barbara Holland, and Amy Spring. Assessing Service-Learning and Civic Engagement: Principles and Techniques. Second Edition . Stylus, 2018. Print.

Kuh, George. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter , American Association of Colleges & Universities, 2008. Web.

Maki, Peggy L. “Developing an Assessment Plan to Learn about Student Learning.” The Journal of Academic Librarianship 28.1 (2002): 8–13. ScienceDirect . Web. The Journal of Academic Librarianship. Print.

Sharkey, Stephen, and William S. Johnson. Assessing Undergraduate Learning in Sociology . ASA Teaching Resource Center, 1992. Print.

Walvoord, Barbara. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Second Edition . San Francisco, CA: Jossey-Bass, 2010. Print.

Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Second Edition . San Francisco, CA: Jossey-Bass, 2013. Print.

Wiggins, Grant, and Jay McTighe. Understanding By Design . 2nd Expanded edition. Alexandria,

VA: Assn. for Supervision & Curriculum Development, 2005. Print.

[1] For more on Wiggins and McTighe’s “Backward Design” model, see our teaching guide here .

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Writing and Assessing Student Learning Outcomes

By the end of a program of study, what do you want students to be able to do? How can your students demonstrate the knowledge the program intended them to learn? Student learning outcomes are statements developed by faculty that answer these questions. Typically, Student learning outcomes (SLOs) describe the knowledge, skills, attitudes, behaviors or values students should be able to demonstrate at the end of a program of study. A combination of methods may be used to assess student attainment of learning outcomes.

Characteristics of Student Learning Outcomes (SLOs)

• Describe what students should be able to demonstrate, represent or produce upon completion of a program of study (Maki, 2010)

Student learning outcomes also:

• Should align with the institution’s curriculum and co-curriculum outcomes (Maki, 2010)
• Should be collaboratively authored and collectively accepted (Maki, 2010)
• Should incorporate or adapt professional organizations outcome statements when they exist (Maki, 2010)
• Can be quantitatively and/or qualitatively assessed during a student’s studies (Maki, 2010)

Examples of Student Learning Outcomes

The following examples of student learning outcomes are too general and would be very hard to measure : (T. Banta personal communication, October 20, 2010)

• will appreciate the benefits of exercise science.
• will understand the scientific method.
• will become familiar with correct grammar and literary devices.
• will develop problem-solving and conflict resolution skills.

The following examples, while better are still general and again would be hard to measure. (T. Banta personal communication, October 20, 2010)

• will appreciate exercise as a stress reduction tool.
• will apply the scientific method in problem solving.
• will demonstrate the use of correct grammar and various literary devices.
• will demonstrate critical thinking skills, such as problem solving as it relates to social issues.

The following examples are specific examples and would be fairly easy to measure when using the correct assessment measure: (T. Banta personal communication, October 20, 2010)

• will explain how the science of exercise affects stress.
• will design a grounded research study using the scientific method.
• will demonstrate the use of correct grammar and various literary devices in creating an essay.
• will analyze and respond to arguments about racial discrimination.

Importance of Action Verbs and Examples from Bloom’s Taxonomy

• Action verbs result in overt behavior that can be observed and measured (see list below).
• Verbs that are unclear, and verbs that relate to unobservable or unmeasurable behaviors, should be avoided (e.g., appreciate, understand, know, learn, become aware of, become familiar with). View Bloom’s Taxonomy Action Verbs

Assessing SLOs

Instructors may measure student learning outcomes directly, assessing student-produced artifacts and performances; instructors may also measure student learning indirectly, relying on students own perceptions of learning.

Direct Measures of Assessment

Direct measures of student learning require students to demonstrate their knowledge and skills. They provide tangible, visible and self-explanatory evidence of what students have and have not learned as a result of a course, program, or activity (Suskie, 2004; Palomba & Banta, 1999). Examples of direct measures include:

• Objective tests
• Presentations
• Classroom assignments

This example of a Student Learning Outcome (SLO) from psychology could be assessed by an essay, case study, or presentation: Students will analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology.

Indirect Measures of Assessment

Indirect measures of student learning capture students’ perceptions of their knowledge and skills; they supplement direct measures of learning by providing information about how and why learning is occurring. Examples of indirect measures include:

• Self assessment
• Peer feedback
• End of course evaluations
• Questionnaires
• Focus groups
• Exit interviews

Using the SLO example from above, an instructor could add questions to an end-of-course evaluation asking students to self-assess their ability to analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology. Doing so would provide an indirect measure of the same SLO.

• Balances the limitations inherent when using only one method (Maki, 2004).
• Provides students the opportunity to demonstrate learning in an alternative way (Maki, 2004).
• Contributes to an overall interpretation of student learning at both institutional and programmatic levels.
• Values the many ways student learn (Maki, 2004).

Bloom, B. (1956) A taxonomy of educational objectives, The classification of educational goals-handbook I: Cognitive domain . New York: McKay .

Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution . Sterling, VA: Stylus.

Maki, P.L. (2010 ). Assessing for learning: Building a sustainable commitment across the institution (2nd ed.) . Sterling, VA: Stylus.

Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education . San Francisco: Jossey-Bass.

Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing.

Revised by Doug Jerolimov (April, 2016)

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• Revise Bloom's Taxonomy Action Verbs
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Objective & Subjective Assessment: What’s the Difference?

Developing effective online assessments is highly nuanced, requiring a large amount of thought and preparation. For educators, creating effective assessments means understanding which approaches to testing are most suitable in differing learning scenarios or for different curriculum units. Objective and subjective assessment are two styles of testing that utilize different question types to gauge student progress across various contexts of learning. Knowing when to use each is key to helping educators better support and measure positive student outcomes. 

Both objective and subjective assessment approaches can be applied to common testing types, such as formative, diagnostic, benchmark, and summative assessments. In this post, we break down the differences between subjective and objective testing, when these approaches may be most suitable, and how an assessment system can support fair and accurate measurement of student results.

What is Objective vs. Subjective Assessment?  

In the classroom, objective and subjective assessments are two common methods used by teachers to evaluate student learning. Objective tests, such as multiple-choice tests and fill-in-the-blank exercises, are designed to measure students’ knowledge and understanding of specific facts and concepts. These assessments are typically graded using a rubric or automated scoring rules, which allows for consistent and fair evaluation across all students.

Subjective assessments, on the other hand, require students to apply their knowledge and demonstrate critical thinking skills. Examples of subjective assessments include essays, portfolios, capstone projects, and oral presentations. These assessments are typically graded based on the quality of the student’s work, rather than on specific correct answers.

Both objective and subjective assessments have their advantages and disadvantages. Objective assessments are typically faster and easier to grade, and they provide a clear and precise evaluation of student knowledge. However, they may not capture the full range of a student’s understanding and can be limited in their ability to assess higher-order thinking skills.

Subjective assessments, on the other hand, provide a more comprehensive evaluation of a student’s knowledge and skills. They can assess critical thinking, creativity, and problem-solving abilities, and can be used to evaluate complex tasks and projects. However, subjective assessments can be more time-consuming to grade, and they may be subject to bias and inconsistency in evaluation.

When to Use Objective Assessments 

Objective assessments are best used in the classroom when there is a need to evaluate students’ knowledge and understanding of specific facts or concepts. Here are some situations where objective assessments may be appropriate:

• Testing for basic knowledge: Objective assessments, such as multiple-choice tests and fill-in-the-blank exercises, can be effective in testing students’ understanding of basic concepts and knowledge.
• Evaluating content mastery: When you need to evaluate students’ mastery of specific content, objective assessments can help provide a clear and precise evaluation of student knowledge.
• Assessing understanding of terminology: Objective assessments can be used to test students’ knowledge and understanding of specific vocabulary and terminology used in a particular subject.
• Providing quick feedback: Objective assessments can be easily graded and provide students with quick feedback on their understanding of the material, allowing them to identify areas where they need to focus their study efforts.

There are several benefits to using objective assessments in the classroom, it is important to match assessment needs with the purpose of the assessment. Objective assessments are typically quicker and can provide accurate information about what a student knows or has learned at a surface level. Facts, processes, and memorized skills are all easily assessed with objective assessment, some other benefits include:

• Clear and Precise Evaluation
• Efficient and Time-Saving
• Less Subjectivity
• Transparency
• Preparation for Standardized Testing

Objective assessments are a useful tool in the classroom for evaluating students’ knowledge and understanding of specific facts and concepts. However, it is important to balance the use of objective assessments with other types of assessments to provide a well-rounded evaluation of student learning.

Using Subjective Assessments in Context

Subjective assessments are best used in the classroom when there is a need to evaluate students’ ability to apply knowledge, demonstrate critical thinking skills, and express creativity. Here are some situations where subjective assessments may be appropriate:

• Testing for critical thinking: Subjective assessments, such as essays, projects, and oral presentations, can be effective in testing students’ ability to analyze and synthesize information, evaluate arguments, and express opinions.
• Assessing problem-solving skills: Subjective assessments can be used to evaluate students’ problem-solving abilities and their ability to think outside of the box to come up with creative solutions to complex problems.
• Evaluating creativity: Subjective assessments can be used to evaluate students’ creativity and originality in their work, such as in art, music, and creative writing assignments.
• Assessing communication skills: Subjective assessments can be used to evaluate students’ communication skills, such as their ability to present ideas clearly and persuasively in a public speaking or debate format.

While there is a time and place for objective assessment, many times a teacher will get a much more complete picture of what a student can do through subjective assessment. While these assessments take more time to develop and grade, they are often meaningful learning experiences themselves . Benefits of subjective assessments include:

• A complete picture of learning
• Multiple opportunities to demonstrate learning
• More inclusive of all students
• Can reduce bias in testing
• Allows for continual growth

In essence, subjective assessments are useful in creating a holistic and potentially more accurate picture of what a student can do. It also enables students to demonstrate how they can use learning in context rather than simply answering questions correctly on a test. 

Develop Practical Applications

The reality is that no teacher should assess only using one style of test, there is a time for objective assessment and a time for subjective assessment. Giving objective assessment early on in a unit can inform a teacher as to what the students know with regard to background knowledge or terminology, it also gives the educator a good idea of where the student is starting at. However, moving from objective to subjective assessment gives the students opportunities to show what they know in real-life scenarios. 

Digital learning platforms make it easier for teachers to develop and implement both subjective and objective assessments across a wide variety of content areas. Open Assessment Technologies provides technology designed to provide adaptive learning and assessment to students at all levels. To learn more about how Open Assessment Technologies can improve student learning click here .

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The term assessment is generally used to refer to all activities used to gauge learner progress. When thinking about assessments for your course, it is important to tie them to the concrete goals and objectives that were stated at the beginning. Provide feedback to learners early and often so they feel they are supported.

Note that the terms “assessment” and “evaluation” are often used interchangeably, but they each have distinct definitions:

Assessment refers to how you will collect tangible data in your course in order to monitor whether the learning objectives and outcomes are being fulfilled. Simply stated, assessments determine what students learned and how they learned it.

Evaluation refers to your overall judgment on whether the course has met the learning outcomes and objectives you conveyed at the beginning of the course.

In the evaluation phase of your online course, you will examine the data that you collected through the assessments in order to make this judgment about whether the course was successful. As such, the assessments you develop are crucial components for evaluating your course.

While you will be assessing learners’ performance, perpetuate a learner-centered environment by creating opportunities for feedback from the learners on whether they believe these goals and objectives are being supported by the course activities and the resources made available to them. Additionally, teaching them techniques for self-assessment will allow them to chart their own growth throughout the course and take more ownership of their learning.

Types of Assessments

Resources for exploration, assessment 2.0.

Bobby Elliot, Scottish Qualifications Authority

The author provides tips for modernizing assessment methods: > scribd.com

Assessment and Collaboration in Online Learning

Karen Swan, Jia Shen, and Starr Roxanne Hiltz

This paper explores collaborative activity, including exams: > citeseerx.ist.psu.edu

Online Resources for Higher Education Assessment

St. John’s University

Resources for understanding assessment: > stjohns.edu

Objective Assessment

Objective assessment is a form of questioning which has a single correct answer. Examples of objective assessments are multiple choice, true/false, matching, and mathematical equations.

Typically, objective assessments are easy to deliver online. Because the questions within the objective assessment have corresponding answers, a program can evaluate and score these responses, which is especially helpful for courses with a large number of students. Objective assessments also provide immediate feedback to the learners so that they can learn from their mistakes and continue working. The challenge for you is to create quality questions that accurately measure knowledge and skills. When designing the questions, determine what makes a response correct versus incorrect.

Subjective Assessment

Subjective assessment is a form of questioning which may have more than one correct answer. Examples of activities that respond to this type of question include essays, short answer, and oral questions.

Because subjective assessment assignments are more open-ended and are not tied to one specific correct response, it is important that they are evaluated against a set of clearly defined criteria and questions, often in the form of a rubric. When you are creating a subjective assessment rubric, you can codify the expertise and scoring process. One of the biggest advantages of subjective assessments is that they provide you with an authentic and more expansive understanding of each learner’s knowledge of a subject. This will help you assess the learning that is taking place at a higher level, whereas objective assessments are targeted to the lower to middle testing levels.

One factor to consider about subjective assessments is the amount of time it will take you to provide feedback to the learners, and scaling your process to meet the number of students in your course. Create feedback timelines and set expectations with your learners about when they should anticipate hearing back from you. Also consider developing a peer review process where learners assess each other’s work.

Formative Assessment

Instructors leverage formative assessments to modify teaching and learning activities to improve learner performance. These assessments typically involve qualitative feedback for both the learner and teacher that focuses on the details of content and performance.

Formative assessment is integrated throughout an effective online course; the learning goals and outcomes are inherent in each activity and assignment. This will allow you to continuously take inventory of how well specific concepts are being understood. For learners, formative assessments reveal the areas in which they are excelling as well as where they need more work. Because this type of assessment is not attached to a grade or measurement, learners can work through their weaknesses without the fear of failure. Formative assessment is especially useful when it is used to adapt the experience to meet the needs of the learners and help learners monitor their own progress.

Examples of formative assessment:

A language instructor asks students to record an audio greeting using particular nouns and verbs of a given language. The instructor records audio responses to each of the students with feedback on their greeting that details recommendations. An instructor asks learners to reflect in an online journal about concepts covered in a given module in the context of a current event. The instructor can assess how much learning was absorbed and applied in real-world context.

Summative Assessment

Summative assessment is the process of evaluating or measuring learning at the end of a unit or course to determine achievement of the pre-stated learning objectives and course outcomes.

Examples of summative assessments:

• Research Papers

Formal Assessment

Formal assessments are attached to activities that quantify the knowledge gained. Taking an online exam where the results are recorded is one example. A score is usually provided to both the learner and the instructor in a formal assessment, and is used to measure a learner’s performance, which may affect their final grade.

Offering a test towards the beginning of the course that has very little weight attached to it in terms of a grade is an effective way to alleviate learners’ anxiety and prepare them for what is to come. Provide feedback about the incorrect answers so the learners understand why a response is wrong.

Informal Assessment

Informal assessments are similar to formal assessments in the sense that they can be written, and usually provide feedback to the learner and the instructor. The main difference is that the feedback or score does not contribute to a learner’s final grade. Learners can use this guidance to adjust the areas in which to focus their studies.

Informal assessments usually occur in a more casual manner and may include observation, inventories, checklists, rating scales, peer and self-evaluation, and discussion. An informal assessment provides an indication as to how a learner will perform on a formal assessment.

Examples of informal assessment:

• Practice quizzes or tests
• Reflection videos or blog posts
• Group journal entries

Knowledge checks placed within a learning resource can be an informal way to help students determine whether or not they have understood the material. In an online learning environment it is especially helpful to provide students with regular opportunities to monitor their own learning as they move through various topics. Providing questions that check for the understanding of key concepts will help students identify and address any learning gaps in their studies.

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How to Write an Evaluation Essay in a Few Easy Steps

Are you ready to master the art of writing evaluation essays? This comprehensive guide on how to write an evaluation essay will provide you with the knowledge and techniques required to craft an exceptional evaluation essay. From understanding the purpose and components of evaluation essays to selecting the perfect topic and crafting a strong thesis statement, we’ve got you covered. Let’s dive in and learn how to create a well-structured, engaging, and effective evaluation essay.

Table of Contents

Key Takeaways

• Somewhat similar to analytical essays , evaluation essays are compositions that present an opinion or judgement based on criteria and evidence.
• Crafting a successful evaluation essay requires selecting the right topic, developing a strong thesis statement, creating an outline, introducing the topic effectively in the introduction and providing relevant examples to support your assessment.
• Examining samples for guidance as well as avoiding common pitfalls can help you create effective evaluation essays on suggested topics such as marketing campaigns or college education.

Evaluation Essays: What are Those?

An evaluation essay, also known as an evaluation essay or an evaluation argument essay, is a unique type of composition that assesses a particular concept, item, or service, presenting an opinion or judgment concerning the subject. The purpose of such essays is to provide an educated and judicious assessment of the subject, using criteria and evidence to support the judgment. Evaluation essays consist of three essential components: judgment, criteria, and evidence.

To write an evaluation essay, you need to follow these steps.

• Introduce the topic in an engaging manner.
• Express a definite, authoritative judgment that occupies two-thirds of the evaluation paper.
• Support your judgment with appropriate criteria and gather supporting evidence.

Maintaining a balance between providing the reader with the requisite information to comprehend the evaluation and informing them of all details is crucial for a successful evaluation essay.

The criteria for evaluation essays are the parts of the topic that are judged as good or bad, better or worse than something else. Appropriate criteria in an evaluation essay serve to evaluate the subject in an impartial and judicious manner, ensuring that the evaluation is based on relevant and objective standards.

For example, a restaurant review may use criteria such as:

• Presentation

To evaluate the dining experience.

Each paragraph in the body of an evaluation essay should be dedicated to one key fact or aspect of the subject being evaluated, thoroughly elucidated, with judgment and evidence to back the argument. By following these guidelines and incorporating relevant criteria and evidence, you can create an engaging and well-structured evaluation essay that effectively assesses its subject.

Choosing the Right Topic for Your Evaluation Essay

Selecting an appropriate topic for your evaluation essay is essential, as it will determine the extent of the essay and the criteria applied for evaluation. To brainstorm ideas for an evaluation essay topic, consider categories such as movies, technological devices, restaurants, museums, plays, websites, stores, sports stadiums, concerts, books, events, and more. The two essential questions to ask when selecting a topic to evaluate are: “What category does it belong to?What is the ideal way of representing something in that category? Can you provide an example?

For example, if you choose to evaluate a romantic comedy movie, consider what the exemplar of a romantic comedy is and what criteria you would use to assess the quality of the movie. Criteria for evaluating a romantic comedy might include humor, unexpected plot developments, and relatable characters. By selecting a topic that can be evaluated objectively and possess enough criteria to validate the evaluation, you can create a more engaging and successful evaluation essay.

Once you have chosen your topic, it’s important to offer the subject and provide any pertinent information regarding it. This will set the stage for your evaluation and help the reader understand the context of your essay. For instance, when evaluating a car, you might provide information about:

• fuel economy
• crash rating
• special options

Keep in mind that your evaluation essay should maintain a balance between providing the reader with the requisite information to comprehend the evaluation and informing them of all details. By selecting a topic that can be evaluated objectively and using appropriate criteria, your evaluation essay will be more engaging and effective.

Developing a Strong Thesis Statement

A strong thesis statement is crucial for an evaluation essay, as it sets the tone and focus for the entire paper. The thesis statement in an evaluation essay offers a judgment regarding the subject in accordance with the specified criteria. To create a strong thesis statement, first, contemplate the pertinent criteria or standards for evaluating the subject.

A beneficial technique for generating order and concentration in an evaluation essay is to furnish a map of your reasons/criteria within the thesis. This will help guide the reader through the essay and make your argument more coherent and organized. A well-constructed thesis statement not only provides a definite direction for your essay, but it also assists the reader in understanding the primary purpose of the essay.

For example, if you’re evaluating a restaurant, your thesis statement could be: “The XYZ restaurant impresses with its flavorful dishes, elegant ambiance, and attentive service, making it the ideal dining experience.” By incorporating the pertinent criteria within your thesis statement, you provide a clear and concise roadmap for the reader to follow throughout your evaluation essay.

Crafting the Evaluation Essay Outline

The evaluation essay outline is an essential aspect of the writing process, as it helps to organize your thoughts and create a coherent structure for your essay. The outline consists of the introduction, body paragraphs, and conclusion, with each section playing a vital role in the overall structure.

In the following subsections, we will discuss the importance of each part of the evaluation essay outline, and how to effectively develop and utilize these sections to create a well-structured and engaging evaluation essay.

Introduction

The introduction of your evaluation essay should grab the reader’s attention and present the subject and thesis statement. To hook the reader, consider using:

• A vivid description of the subject
• Evaluating what other people think of the subject
• Incorporating a quote from someone about the subject
• Narrating a personal story of your interest in the subject

For instance, if you’re evaluating a new restaurant, you could start by describing the ambiance and the aroma of the dishes being served. This will engage the reader and encourage them to read on.

Be sure to present the thesis statement clearly, as it sets the stage for the rest of your evaluation essay, including the topic sentence that will guide each paragraph.

Body Paragraphs

The body paragraphs of your evaluation essay play a crucial role in providing an objective overview of the subject, followed by an assessment based on standards and substantiation. The initial evaluation paragraph should introduce the topic and provide a neutral overview. Subsequent body paragraphs should evaluate the advantages and disadvantages of the item being evaluated, in accordance with the criteria established for its evaluation.

For example, when evaluating a car, the first paragraph might provide a brief overview of the car’s features and specifications. The following paragraphs would then assess the car based on criteria such as:

Be sure to thoroughly elucidate each key fact or aspect of the subject being evaluated, with judgment and evidence to back the argument.

When writing the body paragraphs, it’s essential to maintain a balance between providing the reader with the requisite information to comprehend the evaluation and informing them of all details. By offering a balanced and objective assessment of the subject, your evaluation essay will be more engaging and effective.

The conclusion of your evaluation essay should include the following elements:

• Restate the thesis statement to remind the reader of the main argument.
• Recapitulate the main points discussed in the essay.
• Provide a final assessment or suggestion based on the final evaluation.
• Avoid introducing new information in the conclusion.
• Leave the reader with a lasting impression of your evaluation.

For example, if you evaluated a restaurant, your conclusion might be:

• Restate the thesis statement
• Summarize the positive aspects (flavorful dishes, elegant ambiance, and attentive service)
• Provide a final suggestion for readers to give the restaurant a try

By providing a well-rounded conclusion, you allow the reader to form their own opinion about the subject, while reinforcing the key points of your evaluation essay.

Writing Techniques for Successful Evaluation Essays

Effective writing techniques for evaluation essays include using objective criteria, presenting a balanced view, and engaging the reader. One of the primary steps in composing an evaluation essay is to strive for impartial analysis prior to forming an opinion and to employ evaluation criteria. This ensures that your evaluation is based on relevant and objective standards, making your essay more credible and persuasive.

Presenting a balanced perspective is essential for maintaining credibility in the eyes of your audience. By demonstrating respect for opposing positions and elucidating points you concur with and diverge from, you create a more engaging and effective evaluation essay. This approach also allows you to address potential objections or queries from your readers, further strengthening your argument.

Lastly, engaging the reader is crucial for the success of your evaluation essay. Utilize vivid descriptions, compelling examples, and a clear and concise writing style to maintain the reader’s interest throughout your essay. By employing these writing techniques, you can create a well-structured, engaging, and effective evaluation essay that effectively assesses its subject.

Utilizing Relevant Examples in Your Evaluation Essay

Incorporating relevant examples in your evaluation essay is crucial for supporting the judgment and providing evidence for the criteria used in your evaluation. These examples can bolster your assessment and furnish proof for the standards employed, making your evaluation essay more persuasive and convincing.

For instance, when evaluating a car, you might provide examples of how the car’s fuel economy compares to similar models or cite an expert’s review of the car’s performance and safety features. In the case of a restaurant review, you could describe specific dishes you tasted and how they met or fell short of your expectations based on the criteria you established for evaluating the quality of a meal.

By incorporating pertinent examples, you not only make your evaluation essay more engaging and relatable, but also provide the evidence necessary to support your judgment and validate the criteria used in your assessment. This will make your evaluation essay more credible and convincing to your readers.

Avoiding Common Pitfalls in Evaluation Essay Writing

There are several common pitfalls in evaluation essay writing that can hinder the effectiveness of your essay. These include poor organization, lack of focus, and excessive use of quotations. To avoid these issues, it’s essential to maintain a clear and logical structure for your evaluation essay, ensuring that your argument is coherent and well-supported by evidence.

Another common pitfall is the lack of focus on the evaluation criteria. It’s essential to establish appropriate criteria for your evaluation and consistently refer to these criteria throughout your essay. This will help to maintain a clear focus and ensure that your evaluation is based on objective and relevant standards.

Lastly, be cautious when using quotations in your evaluation essay. While it’s important to provide evidence to support your judgment, excessive use of quotations can detract from your own analysis and opinion. Instead, use quotations sparingly and ensure that they are directly relevant to the criteria you’re using to evaluate the subject.

By avoiding these common pitfalls, you can create a more effective and engaging evaluation essay that will resonate with your readers.

Examining Evaluation Essay Samples

Examining evaluation essay samples can provide valuable insights into the structure, content, and style of successful evaluation essays. By analysing these samples, you can gain a better understanding of how to craft your own evaluation essay, incorporating the most effective techniques and strategies for presenting a persuasive and engaging argument.

You can find evaluation essay samples on academic writing websites, which can serve as an excellent starting point for your own evaluation essay. These samples can help you identify the most effective ways to present your subject, establish criteria for evaluation, and provide evidence to support your judgment. Additionally, examining evaluation essay samples can help you understand how to maintain a logical structure and clear thesis statement, which are essential for the success of your essay.

By studying a good evaluation essay sample and applying the insights gained to your own writing, you can create a well-structured, engaging, and effective evaluation essay that effectively assesses its subject.

Suggested Evaluation Essay Topics

To help inspire and guide your writing process, here is a list of suggested evaluation essay topics.

• Evaluate the latest blockbuster movie based on its plot, character development, and special effects.
• Assess the effectiveness of a social media campaign in promoting a new product or service.
• Analyze the performance of a sports team during a specific season, considering the team’s strengths and weaknesses.
• Evaluate a new restaurant in your area based on its menu, service, and ambiance.
• Assess the impact of a specific parenting approach on children’s development and well-being.

These are just a few examples of topics that can be explored in an evaluation essay.

• The effectiveness of a new marketing campaign
• The quality of a restaurant’s customer service
• The impact of a government policy on the economy
• The value of a college education

Remember, the key to a successful evaluation essay is selecting a topic that can be evaluated objectively, using appropriate criteria and evidence to support your judgment.

Frequently Asked Questions

What is an evaluation essay.

An evaluation essay is a type of argumentative writing in which a writer presents an opinion or viewpoint with supporting evidence. It involves the writer’s judgment of a subject or body of work based on criteria and evidence, while providing a summary of the article in question.

How do you start writing an evaluation?

To start writing an evaluation essay, begin by providing background information on the subject and outline the purpose of the evaluation. Next, list the criteria you will use to evaluate the product and include relevant evidence to support your judgment.

Finally, draft your essay and review, revise, and rewrite it to produce a well-structured evaluation.

How do you start an evaluation paragraph example?

Beginning an evaluation paragraph requires providing a big picture overview of the subject, discussing its influence on people and why it is worth evaluating. Establishing the criteria that will be used to support the thesis should also be included. Written in a formal tone, this introduction should contain a clear conclusion right away.

How do I choose the right topic for my evaluation essay?

When selecting a topic for an evaluation essay, consider a range of options such as movies, technological devices, restaurants, museums, plays, websites, stores, sports stadiums, concerts, books, events, and more.

Make sure the topic is objective and has enough criteria to allow for valid evaluation.

How can I create a strong thesis statement for my evaluation essay?

A strong thesis statement for an evaluation essay should identify the criteria used to assess the subject, and provide a definitive judgment based on those criteria.

This statement should be clear and concise, and should provide the reader with a clear understanding of the essay’s purpose. It should also be specific enough to provide a framework for the essay’s argument.

In conclusion, mastering the art of writing evaluation essays requires understanding the purpose and components of such essays, selecting an appropriate topic, crafting a strong thesis statement, and developing a well-structured outline.

By employing effective writing techniques, incorporating relevant examples, and avoiding common pitfalls, you can create an engaging and persuasive evaluation essay that effectively assesses its subject.

With the knowledge and strategies provided in this comprehensive guide, you are well-equipped to tackle any evaluation essay topic and create a lasting impression on your readers.

Academic Development Centre

Objective tests (short-answer and multiple choice questions), using objective tests to assess learning, introduction.

Objective tests are questions whose answers are either correct or incorrect. They tend to be better at testing 'low order' thinking skills, such as memory, basic comprehension and perhaps application (of numerical procedures for example) and are often (though not necessarily always) best used for diagnostic assessment. However, this still affords a great variety of both textual and numerical question types including, but not limited to: calculations and mathematical derivations, mcqs, fill-in-the-blanks questions and short essay (short answer) questions.

LSE (2019).

In brief, objectives tests are written tests that require the learner to select the correct answer from among one or more of options or complete statements or perform relatively simple calculations.

What can objective tests assess?

Objective tests are useful to check that learners are coming to terms with the basics of the subject in order that they have a firm foundation and knowledge. They are useful because:

• can test a wide sample of the curriculum in a short time
• can be marked easily; technology can assist with this
• less reliance on language skills of the students
• useful for diagnostic purposes: gaps and muddled ideas can be resolved.

The drawbacks are:

• students can guess rather than know
• the random nature of the questions does not help build mental maps and networks
• writing good questions is not easy
• they tend to focus on lower-order processes: recall rather than judge, explain rather than differentiate.

Short-answer

Short answer questions (SAQs) tend to be open-ended questions (in contrast to MCQ) and are designed to elicit a direct response from students. SAQs can be used to check knowledge and understanding, support engagement with academic literature or a particular case study and to encourage a progressive form of learning. They can be used in both formative and summative assessment. SAQs may take a range of different forms such as short descriptive or qualitative single sentence answers, diagrams or graphs with explanations, filling in missing words in a sentence, list of answers. As the name suggests, the answer is usually short. Gordon (2015, p.39)

Depending on the type of question, marking may simply involve checking against a list of correct answers. Alternatively a set of criteria may be used based:

• factual knowledge about a topic: have the questions been answered correctly?
• numerical answers: will marks be given on the process as well as the product answer?
• writing style: importance of language, structure, accuracy of grammar and spelling?

How to design good questions:

• express the questions in clear language
• ensure there is only one correct answer per question
• state how the question should be answered
• direct questions are better than the sentence completion
• for numerical questions be clear about marks for process as well as product and whether units are part of the answer
• be prepared to accept other answers; some of which you may not have predicted.

Multiple choice questions (MCQ)

The Centre for Teaching Excellence (no date) provides useful advice for designing questions including illustrative examples. Those guidelines are paraphrased and enhanced here for convenience.

Definition: A multiple-choice question is composed of three parts: a stem [that identifies the question or problem] and a set of possible answers that contains a key [that is the best answer to the question] and a number of distractors [that are plausible but incorrect answers to the question].

Students may perceive MCQs as requiring memorisation rather than more analytical engagement with material. If the aim is to encourage a more nuanced understanding of the course content, questions should be designed that require analysis. For example, students could be presented with a case study followed by MCQs which ask them to make judgements about aspects of the brief or to consider the application of certain techniques or theories to a scenario.

The selection of the best answer can be focused on higher-order thinking and require application of course principles, analysis of a problem, or evaluation of alternatives, thus testing students’ ability to do such thinking. Designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

When planning to write questions:

General strategies

• multiple-choice question tests are challenging and time-consuming to create; write a few questions, after a lecture when the course material is still fresh in your mind
• instruct students to select the best answer rather than the correct answer ; by doing this, you acknowledge the fact that the distractors may have an element of truth to them
• use familiar language; students are likely to dismiss distractors with unfamiliar terms as incorrect
• avoid giving verbal association clues from the stem in the key. If the key uses words that are very similar to words found in the stem, students are more likely to pick it as the correct answer
• avoid trick questions. Questions should be designed so that students who know the material can find the correct answer
• avoid negative wording.

Designing stems

• ask yourself if the students would be able to answer the question without looking at the options. If so, it is a good stem
• put all relevant material in the stem
• eliminate excessive wording and irrelevant information from the stem

Designing answers

• limit the number of answers; between three and five is good
• make sure there is only one best answer
• make the distractors appealing and plausible
• make the choices grammatically consistent with the stem
• randomly distribute the correct response.

There are a number of packages that can analyse the results from MCQ tests for reliability and validity. Using the questions for formative purposes can generate the data needed and so pilot questions prior to their use for summative tests. In addition to asking student to give an answer we can also ask for their confidence rating - how sure they are about the answer they are giving. This not only reduces guessing, but also provides feedback to the learner about the extent of their comprehension / understanding.

Using online packages to administer the test allows instant feedback. Once a student has selected an answer they can be told if they are correct or not and be given an explanation of their mistake. Some of these packages select questions on the basis of previous results rather than randomly, which allow a check on whether the learner is gaining from the feedback provided [adaptive testing].

Diversity & inclusion

There is some evidence that males perform better than females in MCQ examinations as they are more willing to guess. Using MCQs for formative rather than summative purposes resolves this. Using short answer questions reduces reliance on language and so is more inclusive for those working in a second language.

Academic integrity

If used for summative purposes one needs to maintain the integrity of the question banks by not allowing copies out of examination room.

When used online it is important to have a large question bank to enable random generation of tests. (Click here for further guidance on academic integrity .)

When used outside of in-person exam conditions assessment may become less secure, as online working could facilitate collusion, or contract cheating, or the use of AI. Randomly generated questions (with different questions or questions in a different order) might mitigate against collusion.

Student and staff experience

Short answer.

Students: are often more familiar with the practice and feel less anxious than many other assessment methods.

Staff: short answer questions are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all answers can be considered by the assessors. AI can support feedback generation.

They are also relatively easy to set.

Multiple choice questions

Students: good to enable self-assessment, particularly online e when the feedback is instant

Staff: are quick to mark, and be grouped into re-usable questions banks and efficient approach to testing large numbers of students.

Tests lower levels of learning and may encourage surface approaches to learning. Rather like mcqs, to make this approach test higher levels it is the structure of the questions that becomes more complex rather than the content of the question itself.

If short answer questions are to be used in summative assessment they tend to be used alongside longer essays and other longer forms of assessment and thus time management is crucial.

It is very important to be very clear about the type of answers that you expect because these are open-ended and students are free to answer any way they choose; short-answer questions can lead to long answers if you are not careful.

It is challenging to write questions that test higher order learning; the question structure tends to become more complex rather more than the content being tested (see Question Pro in Useful resources below). Students need practice before taking a summative mcq examination so that they are being tested on their knowledge of the material and not on their understanding of the question type.

Taking full advantage of the feedback may be more time consuming for students than actually answering questions; but this is one of their strengths.

Multiple choice question writing is expensive in terms of time, but once a good item bank has been established then the use of the questions, and their marking, is of low demand in terms of time.

Short answer questions are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all alternative answers can be considered by the assessors.

Useful resources

Multiple Choice

Question Pro: Multiple choice questions.

https://www.questionpro.com/article/multiple-choice-questions.html

Moodle Docs

https://docs.moodle.org/37/en/Multiple_Choice_question_type

Vanderbilt University, Center for Teaching. Writing Good Multiple Choice Test Questions

https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/Ce

Short Answer

Open University: Types of assignment: Short answer questions

https://help.open.ac.uk/short-answer-questions

Moodle docs: short-answer question types

https://docs.moodle.org/37/en/Short-Answer_question_type

Annotated bibliography

Class participation

Concept maps

Essay variants: essays only with more focus

• briefing / policy papers
• research proposals
• articles and reviews
• essay plans

Film production

Laboratory notebooks and reports

Objective tests

• short-answer
• multiple choice questions

Oral presentations

Patchwork assessment

Creative / artistic performance

• learning logs
• learning blogs

Simulations

Work-based assessment

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Small but impactful modifications to your current exams can lead to more meaningful assessment of student learning while maintaining the rigor and integrity of your course. Objective exams can adequately assess lower-level learning outcomes such as remembering and understanding but are less effective at assessing higher-level thinking, such as analyzing and evaluating. With this in mind, ask yourself the following questions to improve your objective exam(s).

Is the exam still assessing what you want?

Reexamine the course learning outcomes against the exam to make sure you’re assessing what you intended. For example, if a learning outcome is “Explain the steps of photosynthesis,” but this is being assessed by a multiple-choice question, you should modify the question so students are explaining, such as an essay question. See Choosing the right assessment  for more about aligning assessments to learning outcomes.

Can you break down and spread out the content throughout the semester?

Each assessment is only a snap-shot of human behavior at one time. Therefore, you can get a more reliable measure of learning with multiple and varying assessments throughout the semester.  Standard objective questions (multiple-choice, T/F, fill-in-the-blank, and matching) are effective in frequent, low-stakes quizzes to test for less complex learning outcomes, such as identify, define, and recognize.

How can the assessments build on each other?

Organize and sequence quizzes to parallel fundamental course concepts and related vocabulary from readings, lectures, and learning activities.

Would a question bank work well for your course?

Test banks are a way to reduce copying or sharing by assembling a different list of questions for each student quiz/exam. For example, when a student begins a Canvas Quiz that’s linked to a Question Bank, Canvas pulls and assembles a random list of questions from each Question Group in the Question Bank, so each quiz is unique. However, for question banks to be effective against cheating, you need a large pool of questions, which can require a great deal of effort to create. Consider working with a colleague to share questions and check if your department may also already have question banks for exams.

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Objective vs. Subjective Test: Choosing the Right Assessment Method for Your Needs

Tests are a key tool in education for assessing students’ learning progress and knowledge acquisition. Teachers can employ several types of tests to measure students’ understanding of a topic or subject, ranging from multiple-choice exams to essay questions. One of the most important concerns in education is whether objective or subjective tests are more appropriate for this goal. Objective tests often feature questions with a single correct answer, while subjective assessments encourage students to demonstrate their understanding in their own words. So, Objective vs. Subjective Test, which is the right choice?

In this post, we will look at the strength and limitations of these objective and subjective types of examinations and their impact on teaching and learning.

Let’s look at what they are first:

Objective tests are the most basic assessment methods that feature questions with a single correct response to evaluate foundation and knowledge of the learners.

Objective tests aim to evaluate areas of student achievement that are complex and qualitative, using questions that may have one or more correct answers and may have more than one way of expressing it.

These assessments (either objective or subjective) are often categorized as summative (this form of assessment aims to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark) or formative (It monitors student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.)

Which is better, Objective or Subjective tests?

Objective Tests

An objective test is a method of evaluation in which questions asked have a single correct answer. Objective questions typically include true/false, multiple choice, and matching questions. Objective assessment is crucial as it can effectively measure each level of a student’s ability, from basic recall to complex synthesis.

It is far more precise, leaving less room for the pupils to interpret hypotheses or concepts. Objective assessment is a method of examination where each question has a single right answer. Subjects that rely largely on objective tests include geography, mathematics, physics, engineering, and computer science.

Types of Objective Tests

• Multiple-Choice
• Fill in the Blank
• Assertion and Reason

Features of Objectives Tests

Objective testing lends itself to specific tasks since these questions are designed to be answered fast; they also allow teachers to test students on various topics. Furthermore, statistical student, cohort, and question performance analysis are possible.

The ability of objective tests to assess a wide variety of learning is often underestimated. Objective tests examine fact-finding, knowledge, application of terms, and questions requiring short or numerical answers.

One common concern is that objective tests cannot measure learning beyond basic understanding.

However, questions built with imagination can challenge students and test higher levels of learning. For example, students can receive case studies or data collection and be invited to provide analysis by responding to questions.

Problem-solving can also be evaluated with the proper type of questions.

Another concern is that objective tests translate into inflated scores because of conjecture. However, the effects of guessing may be eliminated by a combination of question design and rating techniques. It becomes irrelevant mainly with the right amount of questions and distractions. If not, there is an opportunity to encourage and measure the value of this skill.

There are, however, limitations in what objective tests can assess. They cannot test the ability to communicate, the ability to build arguments, or the ability to give initial responses. Tests must be carefully constructed to avoid the decontextualization of knowledge (Paxton 1998). It is always wise to use objective testing as only one of a variety of assessment methods within a module. However, in times of increasing student numbers and declining resources, objective tests can complement the assessments available to teachers or lecturers.

Strengths of Objective Tests

Reliability: Objective tests are more trustworthy than subjective tests since they do not allow for human bias or interpretation.

Efficiency: Machines can swiftly and efficiently evaluate objective assessments, saving instructors time and effort.

Objectivity: Objective tests provide an accurate and objective assessment of a student’s performance and knowledge.

Validity: When well-designed, objective examinations can accurately evaluate specific knowledge or skills. Objective examinations can be standardized, which means that all students are given the same questions with the same answer alternatives, ensuring fairness and equity in the evaluation process.

Flexibility: Objective assessments can evaluate various information and skills, from basic recall to higher-order thinking abilities.

Limitations of Objective Tests

The higher-order thinking skills evaluation is limited: Objective exams could be more effective in measuring higher-order thinking skills such as critical thinking, problem-solving, and creativity. These abilities necessitate complicated responses that subjective inquiries cannot convey.

Content coverage is limited: Objective tests are only helpful in assessing knowledge that can be quantified and examined objectively. This limits their ability to examine more comprehensive concepts that require interpretation and analysis.

Student attitudes and values are not assessed objectively: Objective tests do not examine attitudes and values, which are vital components of a student’s overall development. They can only assess what pupils know, not how they feel about what they know.

Potential for guessing: Objective examinations are prone to guessing because students can occasionally predict the correct answer by eliminating possibilities or making an educated guess. This can have an impact on the validity of the test results.

Limited Feedback: Objective assessments provide students with limited feedback because they objective assessment reprocess do not let students provide information about the reasons behind the correct answer or how to improve. As a result, pupils may not fully comprehend the material and may be unable to enhance their performance.

Subjective Tests

EnglishPost.org defines “Subjective tests aim to assess areas of students’ performance that are complex and qualitative, using questions which may have more than one correct answer or more ways to express it.” Subjective assessments are popular because they typically take less time for teachers to develop and allow students to be creative or critical in constructing their answers.

Simply put, a subjective test is one in which the answer is not customarily predefined. A subjective test is assessed via an opinion. Also, students must assess their intended audience when preparing to write subjectively.

Types of Subjective Tests

• Short Answer Type
• Long Answer Type
• Conversation or Problem-Solving

Features of Subjective Tests

This assessment is excellent for writing, reading, art/art history, philosophy, political science, or literature. Specifically, subjects encouraging critical thinking, debate, and applying thorough knowledge to real-world scenarios are most suited for interpreting art forms.

Strengths of Subjective Tests

Flexibility: In terms of the types of responses allowed, subjective tests tend to be more versatile than objective tests. They can measure various abilities and characteristics, such as creativity, problem-solving, communication skills, and critical thinking.

Insight: Subjective tests can provide useful information about how people approach and solve challenges. Subjective exams can provide a more complete and nuanced view of an individual’s talents by studying the mental processes and rationale behind their responses.

Real-world relevance: Many subjective exams are meant to imitate real-world events, making them more relevant to the skills and talents required in specific jobs or situations.

Personalization: Subjective exams can be customized to the individual, making it easier to identify areas of strength and weakness. This personalization can also motivate students to participate in the testing procedure.

Subjective assessments frequently allow for open-ended responses, which can provide a more thorough view of an individual’s abilities and mental processes. This is especially beneficial for measuring sophisticated or subtle skills.

Limitations of Subjective Tests

Potential for bias: Because subjective tests rely on a person’s judgement or a group of individuals, bias approach can impact the outcomes. This bias can be caused by personal opinions, preferences, or other variables unrelated to the skills or talents being examined.

Limited objectivity: Unlike objective examinations, which rely on specific, measurable criteria, subjective assessments are frequently more susceptible to interpretation. This can make it difficult to compare results across individuals or groups or to assess the testing method’s dependability.

Time-consuming: Subjective assessments can take longer to conduct and evaluate than objective tests, especially if they entail open-ended responses or require individualized assessment.

Lack of standardization: Because subjective tests rely on one’s judgement, there is frequently a need for more standardization in terms of testing techniques and criteria utilized. This can make it challenging to assure consistency and reliability across multiple testing scenarios.

Difficulty in generalizing results: Subjective assessments frequently focus on specific, context-dependent skills or talents, making it difficult to generalize results to different contexts or circumstances.

Effects of objective tests and subjective on the teaching and learning process:

As explained in Englishpost.org , the washback or backwash effect refers to the effect testing has on teaching and learning processes, which can be good or negative. However, the testing system’s legality can impact the course material and how it is communicated to administrators, teachers, students, and parents, either favourably or unfavourably.

The washback effect becomes negative when a mismatch between abilities or content is taught and tested. A multiple-choice examination, for example, hinders attempts to teach valuable skills such as speaking and writing in the classroom. On the flip side, the washback effect has a beneficial influence on students’ and teachers’ attitudes towards practising productive skills in the classroom if the accomplishment test contains both spoken and written portions.

Subjective tests are far more complicated and costly to plan, administer, and analyze properly, but they can be more valid. Writing aptitude exams are often subjective because they ask a reviewer to rate the level of writing, which involves subjective assessment. For example, when students are required to generate a comprehensive paragraph, such as a complaint letter, they must consider their target audience and make decisions about the content, register, and format. Teachers can assist students by emphasizing the significance of analyzing the problem and pinpointing crucial elements in the content, register, and format.

Objective tests provide answers that are either correct or incorrect and can be scored objectively. In contrast, subjective tests are evaluated using predetermined criteria and involve a certain degree of judgement on the part of the evaluator. Objective tests can include text-based true/false questions, multiple-choice questions, and fill-in-the-blank questions.

Marking objective tests together in the classroom is an effective strategy to enhance their use. This strategy allows students to discuss answers, justify their decisions, and assist one another in understanding the material.

Here’s a short yet easily understandable and well-elaborated difference by Byju’s:

To summarise, while objective and subjective assessments have advantages, it is critical to assess their relative strengths and weaknesses in the context of the learning goals and objectives. Subjective tests provide a broader view of a student’s learning abilities and can help to build critical thinking and writing skills, but objective tests are useful for measuring knowledge of facts and can be administered and graded swiftly. Ultimately, the test format should be determined by the unique learning objectives and the desired outcomes.

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Jun 29, 2023

Evaluation Essay Examples: Master the Art of Critical Assessment with Examples and Techniques

Want to turn good evaluation essays into great ones? We've got you covered with the guidance and insights you need. Join us as we delve into the art of critical assessment!

An evaluation paper's main purpose is to assess entities like a book, movie, restaurant, or product and provide constructive criticism. This writing style can be approached with serious objectivity or with humor and sarcasm. Reviewing is a common form of academic writing that serves to assess something and is often used in various fields as a research method. For example, research papers might include literature reviews or case studies, using evaluation as an analytical tool.

Evaluation reports can also take the form of analyses and critiques. A critique of a scientific study would look at its methodology and findings, while an analysis of a novel would focus on its themes, characters, and writing style. It's essential to consider your audience and your purpose before starting an evaluation document.

Evaluation papers are a versatile and meaningful writing form that can both educate and entertain audiences. Regardless of whether the tone is serious or humorous, objective or subjective, a well-written review can engage and educate.

To understand everything about evaluation essays, from their definition and purpose to potential topics and writing tips, read on.

What are Evaluation Essays?

An evaluation essay allows the author to make a claim and offer a verdict on a topic. This essay type can be used to identify the best option among several alternatives, or to analyze a specific method, product, or situation. It is a common academic task across all levels. Evaluation essays come in different forms, from online product reviews to business cases prepared by management professionals.

In contrast to a descriptive essay, an evaluation essay aims to express the author's judgment. However, this essay type is defined by an objective tone. The author's judgment should be based on careful examination of the available evidence. This differs from a persuasive essay, which seeks to convince the reader to adopt the author's point of view. An evaluation essay starts with the facts and forms conclusions based on these facts.

How to Write an Evaluation Essay?

To write an effective evaluation essay, follow these essential writing tips:

1. Select a Topic

The essay topic is crucial. It should be both educational and interesting, providing enough information to fill an entire essay.

2. Draft an Evaluation Essay Outline

Professional writers always advise creating an evaluation essay outline before writing the essay itself. This aids in writing and ensures content coherence. An outline is also easier to modify than a complete essay. Think about what should be included and excluded when designing your essay's outline. However, skipping this step and diving straight into the essay writing can create extra work later, as it can mean editing and revising the entire piece.

The general components of an evaluation essay outline include:

a. Introduction

The introduction is vital as it forms the readers' first impression. It should engage readers and arouse their interest in the topic. The aspects to consider when writing the introduction are as follows:

Begin with a compelling hook statement to capture the reader's interest.

Provide background information on the topic for better understanding.

Formulate a clear and concise thesis statement, outlining the main objective of the evaluation.

b. Body Section

The body of the essay consists of three paragraphs. Each paragraph should deliver several related ideas and flow seamlessly from start to finish. The key ideas to cover in the body paragraphs include:

Start with a sentence that presents your view on the topic.

Provide arguments that support the topic sentence and your stance.

Present a well-rounded argument to show impartiality.

Compare the subject to a different topic to showcase its strengths and weaknesses.

Present the evaluation from various angles, applying both approving and critical thinking.

c. Conclusion

This is your final chance to convince the reader of your viewpoint. The conclusion should summarize the essay and present the overall evaluation and final assessment. When composing an evaluation essay's conclusion, keep the following points in mind:

Restate your main points and arguments from the essay body.

Present evidence to support your thesis.

Conclude your argument convincingly, ultimately persuading the reader of your assessment.

3. Review, Edit, and Proofread

The final steps after writing the essay are editing and proofreading. Carefully reading your essay will help identify and correct any unintentional errors. If necessary, review your draft multiple times to ensure no mistakes are present.

Structure of an Evaluation Essay

An evaluation essay, like any good piece of writing, follows a basic structure: an introduction, body, and conclusion. But to make your evaluation essay standout, it's crucial to distinctly outline every segment and explain the process that led you to your final verdict. Here's how to do it:

Introduction

Start strong. Your introduction needs to captivate your readers and compel them to read further. To accomplish this, begin with a clear declaration of purpose. Provide a brief background of the work being evaluated to showcase your expertise on the topic.

Next, rephrase the essay prompt, stating the purpose of your piece. For example, "This essay will critically assess X, utilizing Y standards, and analyzing its pros and cons." This presents your comprehension of the task at hand.

Wrap up your introduction with a thesis statement that clearly outlines the topics to be discussed in the body. This way, you set the stage for the essay's content and direction, sparking curiosity for the main body of the work.

Body of the Essay

Dive deep, but not without preparation. Before delving into the assessment, offer an unbiased overview of the topic being evaluated. This reaffirms your understanding and familiarity with the subject.

Each paragraph of the body should focus on one evaluation criterion, presenting either support or criticism for the point. This structured approach ensures clarity while presenting evidence to substantiate each point. For instance, discussing the benefits of a product, you can outline each advantage and back it up with supporting evidence like customer reviews or scientific studies.

Ensure a smooth flow of thoughts by linking paragraphs with transitional phrases like "in addition," "moreover," and "furthermore." Each paragraph should have a clear topic sentence, explanation, and supporting evidence or examples for easy understanding.

Your conclusion is where you make your final, compelling argument. It should focus on summarizing the points made according to your evaluation criteria. This isn't the place for new information but rather a concise summary of your work.

To conclude effectively, revisit your thesis and check whether it holds up or falls short based on your analysis. This completes the narrative arc and provides a solid stance on the topic. A thoughtful conclusion should consider the potential impact and outcomes of your evaluation, illustrating that your findings are based on the available data and recognizing the potential need for further exploration.

Evaluation Essay Examples

Now that we've covered the structure, let's take a look at some examples. Remember, an evaluation essay is just one type of essay that can be generated using tools like Jenni.ai. This AI-powered software can produce high-quality essays on any topic at impressive speeds. Here are some ideas to kickstart your assessment essay writing journey.

Evaluation Essay: Online Teaching vs. On-campus Teaching

In the face of technological evolution, education has seen a shift in teaching styles, with online learning platforms providing an alternative to traditional on-campus teaching. This essay will evaluate and compare the effectiveness of these two teaching styles, delving into various factors that contribute to their strengths and weaknesses.

The landscape of education has transformed significantly with the advent of online learning. This essay will scrutinize and juxtapose the effectiveness of online teaching against traditional on-campus teaching. The evaluation will take into account numerous factors that contribute to the success of each teaching style, focusing on their individual benefits and drawbacks.

On-campus Teaching

On-campus teaching, the time-tested method of education, has proven its effectiveness repeatedly. The physical classroom setting provides students direct access to their teachers, promoting immediate feedback and real-time interaction. Moreover, the hands-on learning, group discussions, and collaborative projects intrinsic to on-campus teaching cultivate crucial soft skills like communication and teamwork.

A study by the National Bureau of Economic Research reveals that students attending on-campus classes show higher academic performance and are more likely to complete their degrees compared to those in online classes (Bettinger & Loeb, 2017). However, on-campus teaching isn't without its challenges. It offers limited flexibility in scheduling and requires physical attendance, which can be inconvenient for students residing far from campus or those with mobility constraints.

Online Teaching

Online teaching, propelled by technological advancements and digital learning platforms, offers a compelling alternative. The most significant benefit of online teaching is its scheduling flexibility. Students can access classes and course materials from anywhere, at any time, providing a superior balance for work, family, and other commitments.

Online teaching democratizes education by enabling access for students in remote areas or with mobility challenges. The use of innovative teaching methods like interactive multimedia and gamification enhances engagement and enjoyment in learning.

Despite its numerous advantages, online teaching presents its own set of challenges. A major drawback is the lack of direct interaction with teachers and peers, potentially leading to delayed feedback and feelings of isolation. Furthermore, online classes demand a higher degree of self-motivation and discipline, which may be challenging for some students.

Both online teaching and on-campus teaching present their unique benefits and drawbacks. While on-campus teaching fosters direct interaction and immediate feedback, online teaching provides unmatched flexibility and accessibility. The choice between the two often depends on factors such as the course content, learning objectives, and student preferences.

A study by the University of Massachusetts reports that the academic performance of students in online classes is on par with those attending on-campus classes (Allen & Seaman, 2017). Furthermore, online classes are more cost-effective, eliminating the need for physical classrooms and related resources.

In conclusion, while both teaching styles have their merits, the effectiveness of each is heavily dependent on the subject matter, learning objectives, and the individual needs and preferences of students.

Citations: Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group. Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Brookings Papers on Economic Activity, Spring 2017, 347-384.

Evaluation essay: Analyze how the roles of females and males changed in recent romantic movies

Romantic movies have long been a popular genre, offering a glimpse into the complex and varied world of relationships. Over the years, the portrayal of gender roles in romantic movies has evolved significantly. This essay aims to evaluate and analyze how the roles of females and males have changed in recent romantic movies.

Historical Context of Gender Roles in Romantic Movies:

Gender roles have played a significant role in shaping the portrayal of romantic relationships in movies. In the past, traditional gender roles were often reinforced, with women playing the role of the damsel in distress, and men playing the role of the protector and provider.

However, over the years, the feminist movement and other social changes have led to a more nuanced portrayal of gender roles in romantic movies. Women are no longer just passive objects of desire, and men are not just dominant figures. Instead, both genders are portrayed as complex and multifaceted individuals with their desires, needs, and struggles.

Analysis of Recent Romantic Movies:

In recent years, romantic movies have become more diverse and inclusive, featuring a wider range of gender identities, sexual orientations, and cultural backgrounds. As a result, the portrayal of gender roles in these movies has also become more nuanced and complex.

One significant trend in recent romantic movies is the portrayal of female characters as strong, independent, and empowered. Female characters are no longer just passive objects of desire, waiting for the male lead to sweep them off their feet. Instead, they are shown to be capable of taking charge of their own lives, pursuing their goals, and making their own decisions.

For example, in the movie "Crazy Rich Asians," the female lead, Rachel, is portrayed as a strong and independent woman who stands up for herself and refuses to be intimidated by the wealthy and powerful people around her. Similarly, in the movie "The Shape of Water," the female lead, Elisa, is portrayed as a determined and resourceful woman who takes action to rescue the creature she has fallen in love with.

Another trend in recent romantic movies is the portrayal of male characters as vulnerable and emotionally expressive. Male characters are no longer just stoic and unemotional but are shown to have their insecurities, fears, and vulnerabilities.

For example, in the movie "Call Me By Your Name," the male lead, Elio, is shown to be sensitive and emotional, struggling with his feelings for another man. Similarly, in the movie "Moonlight," the male lead, Chiron, is shown to be vulnerable and emotionally expressive, struggling with his identity and his relationships with those around him.

However, while there have been significant changes in the portrayal of gender roles in recent romantic movies, there are still some aspects that remain problematic. For example, female characters are still often portrayed as objects of desire, with their value determined by their physical appearance and sexual appeal. Male characters are still often portrayed as dominant and aggressive, with their masculinity tied to their ability to assert control over others.

Conclusion:

In conclusion, the portrayal of gender roles in recent romantic movies has evolved significantly, with female characters being portrayed as strong, independent, and empowered, and male characters being portrayed as vulnerable and emotionally expressive. These changes reflect the shifting social norms and values of our society and offer a more nuanced and complex portrayal of romantic relationships.

However, there are still some problematic aspects of the portrayal of gender roles in romantic movies, such as the objectification of female characters and the perpetuation of toxic masculinity. Filmmakers and audiences need to continue to push for greater diversity, inclusivity, and nuance in the portrayal of gender roles in romantic movies so that everyone can see themselves reflected in these stories.

"Crazy Rich Asians" Directed by Jon M. Chu, performances by Constance Wu, Henry Golding, and Michelle

Final Thoughts

The step-by-step guide and examples provided should have equipped you with the skills necessary to write a successful evaluation essay. However, crafting the perfect essay isn't a simple task; it demands practice, patience, and experience.

Incorporate Jenni.ai into your academic journey to revolutionize your writing experience. This advanced AI writing tool is designed to assist with a range of academic writing projects. With Jenni.ai, you can confidently tackle essays on any topic, easing your writing tasks considerably. Don't hesitate to register with Jenni.ai today ! Discover a world of writing opportunities and take your essay writing skills to new heights!

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Eberly Center

Teaching excellence & educational innovation, why should assessments, learning objectives, and instructional strategies be aligned.

To ensure that these three components of your course are aligned, ask yourself the following questions:

• Learning objectives: What do I want students to know how to do when they leave this course?
• Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?
• Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills , but your assessment measures only factual recall . Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be used to assess different types of learning objectives (adapted from the revised Bloom’s Taxonomy ).

This table does not list all possible examples of appropriate assessments. You can develop and use other assessments – just make sure that they align with your learning objectives and instructional strategies!

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Planning Assessments

Assessment is a critical component of the instructional planning process and should have a prominent role in the learning process. This means that teachers should plan to integrate multiple forms of assessment and use the data to understand how well their students are learning the content and skills specified by the learning objectives. An assessment used during the learning process is referred to as a formative assessment. In this section, you will learn about the second stage in the Backward Design process of ensuring alignment between your learning objectives and your assessment plan.

Learning Objectives

By the end of this chapter, you will be able to:

• Determine acceptable evidence of student learning; and
• Select and/or design formative and summative assessments aligned with learning objectives to support, verify, and document learning.

Stage 2: Determining Acceptable Evidence

Now that we understand the value of having clear learning objectives, we can start to look at the second stage of the Backward Design model (Wiggins & McTighe, 2005) where we determine what types of evidence will be acceptable to demonstrate that our students have met our goals. When considering potential evidence, Popham and Baker (1970) contend that teachers must develop skills to differentiate between different types of practice to ensure that the evidence they collect aligns with their stated learning objectives. The assessment piece you choose, whether it be a quiz, assignment, essay, test, or project, will provide you with evidence of student learning. However, Popham and Baker suggest that you should evaluate what you are asking students to do based on the following practice types:

• Equivalent: practice the specific desired objective
• Analogous: practice is similar to the desired objective but not identical.
• En-route: skill needed before performing the desired objective
• Irrelevant: any practice or activity that does not align with the desired objective

Recognizing what type of practice you are requiring students to engage in will help guide your selection, adoption, and creation of assessments in stage 2 of the Backward Design process. The key to remember is that students should be given the opportunity to practice the specific skill(s) defined by your learning objectives (Popham & Baker, 1970). This second stage requires that you understand the differences between formative and summative assessment which is foundational information necessary to ensure you provide practice and feedback for your students during the learning process. In addition, we will investigate a variety of assessment types and their pros and cons in order to select the best format for your assessment.

Formative Assessment

Examples (Sidebar)

For an in-depth look at formative assessment beyond what is discussed in this textbook, check out the series of videos by Dr. Heidi Andrade of the University at Albany about designing valid formative assessment tools .

Formative assessment includes all the practices teachers use to check student understanding throughout the teaching and learning process. Often, formative assessment is said to be an assessment for learning.

Definition of Formative Assessment*

Formative assessment refers to the ongoing process teachers and students engage in when selecting a learning goal(s), determining student performance in relation to the goal, and planning steps needed to move students closer to the goal. This ongoing process is implemented through informal assessments, assessments that can easily be incorporated into day-to-day classroom activities. Informal assessments are content and performance-driven and include questioning students during a discussion, student work (exit slips; assignments), and direct observation of students working. Rather than being used for grading, formative assessment is used to inform instructional planning and to provide students with valuable feedback on their progress. Formative assessment data can be collected as a pre-assessment, during a lesson, or as a post-assessment at the closing of a lesson.

In the video below, Rick Wormeli, author of Fair Isn’t Always Equal and Differentiation, explains the difference between summative and formative assessment and how formative assessment helps you offer better feedback to your students.

Listen to Jeoy Feith and Terri Drain discuss what assessment for learning in a PE setting looks like (show notes available if you what to read instead).

Adjusting Instruction Based on Formative Assessment*

Using assessment information to adjust instruction is fundamental to the concept of assessment for learning. Teachers make these adjustments “in the moment” during classroom instruction as well as during reflection and planning periods. Teachers use the information they gain from questioning and observation to adjust their teaching during classroom instruction. If students cannot answer a question, the teacher may need to rephrase the question, probe understanding of prior knowledge, or change the way the current idea is being considered. Teachers need to learn to identify when only one or two students need individual help and when a large proportion of the class is struggling so whole group intervention is needed.

After the class is over, effective teachers spend time analyzing how well the lessons went, what students did and did not seem to understand, and what needs to be done the next day. Evaluation of student work also provides important information for teachers. If many students are confused about a similar concept, the teacher needs to re-teach it and consider new ways of helping students understand the topic. If the majority of students complete the tasks very quickly and well, the teacher might decide that the assessment was not challenging enough.

Formative Assessment Strategies

Wondering where to begin? Check out Gretchen Vierstra’s blog post where she has suggested a variety of formative assessment strategies that you can use today, tomorrow, and next week.

Selecting and administering assessment techniques that are appropriate for the goals of instruction as well as the developmental level of the students is a crucial component of effective formative assessment. Teachers need to know the characteristics of a wide variety of classroom assessment techniques and how these techniques can be adapted for various content, skills, and student characteristics (Seifert, 2011). There is a vast array of formative assessment strategies that have been proven to be effective. For example, Natalie Reiger has compiled a list of 60 formative assessment strategies along with guidance on how to use them successfully in the classroom. Finding different strategies to try has never been easier as dozens of books have been written on the topic and hundreds of videos have been posted online demonstrating effective strategies. The key is not knowing all the possible formative assessment strategies but being able to distinguish which strategy best fits your assessment needs.

Technology & Formative Assessment*

Using Tech Tools for Formative Assessment

Technology is a powerful ally for teachers, especially in measuring student learning. With digital formative assessments, teachers can expedite their ability to assess and provide student feedback in real-time. Timmis, Broadfoot, Sutherland, and Oldfield (2016) encourage teachers to reflect on the “four C’s” when using technology to enhance a lesson. Ask yourself, does technology allow for increased collaboration or critical thinking opportunities? Are students able to communicate their ideas uniquely and are students able to demonstrate creative thinking? Following this format provides lessons that foster student engagement, with technology as an enhancement tool. Digital formative assessments provide teachers the opportunity to give individual feedback quicker and in real-time compared to traditional non-digital paper and pen formative assessments.

Educators now have access to a variety of tools that allow for instant feedback. Google Forms , Socrative , Kahoot , Quizziz , Plickers , Formative , PollEverywhere , Edpuzzle , Nearpod , and Quizlet are all educational technologies that allow teachers and students to attain instant results on the learning taking place. The students may access the system using a variety of different technological tools including a learning management system (LMS) or a mobile device.

Looking for a quick and easy way to assess your students without devices in everyone’s hands? Read how Joey Feith uses Plickers in his PE classroom. This strategy could easily be adapted for all content areas.

Teachers can have students work through retrieval practice together (such as when using a polling tool like PollEverywhere or a game-like tool like Kahoot). There are also educational technology tools that are more self-paced and provide opportunities for learners to work at their own pace. Many of these services are starting to allow for either approach to be used. Quizlet flashcards and some of their games such as Scatter, Match, and Gravity can be used in a self-directed way by students. Quizlet also has a game called Quizlet Live that can be used with a group of students at one time for retrieval practice. Beyond assessment, teachers can utilize student devices, typically smartphones, to enhance learning in a variety of ways.

Exit Tickets

Exit Tickets are a great way to practice the backward design model on a small scale. Exit Tickets are brief mini-assessments aligned to your daily objective. Teachers can provide their students a short period at the end of the class session to complete and submit the Exit Ticket. By considering the content of the Exit Ticket before planning, teachers can ensure that they address the desired skills and concepts during their lesson. Teachers can then use the evidence gathered from Exit Tickets to guide future planning sessions for remediation purposes.

See It in Action: Exit Tickets

Check out this resource from the Teacher Toolkit website. They provide a video of a teacher using Exit Tickets and tips on how and when to use Exit Tickets.

Summative Assessment*

Assessment  of  learning  is a formal assessment that involves assessing students to certify their competence and fulfill accountability mandates. Assessment of learning is typically summative , that is, administered after the instruction is completed (e.g. end-of-unit or chapter tests, end-of-term tests, or standardized tests). Summative assessments provide information about how well students mastered the material, whether students are ready for the next unit, and what grades should be given (Airasian, 2005).

Assessment Methods

Learning objectives guide what sort of practice is appropriate. There are four classifications for learning objectives: knowledge, reasoning, skill, or product (Chappuis et al. 2012). The action defined by the objective will determine which assessment method is best appropriate for gathering evidence of learning. The table below outlines commonly used words and descriptions of each classification.

Classifications of Learning Objectives

Source: Classroom Assessment of Student Learning (Chappuis et al. 2012)

It is important to understand the focus of your learning objective because it will define what type of assessment tool to use. There are many methods to assess students learning but three common types are selected response, constructed response, and performance tasks (Chappuis et al. 2012). The visuals below from Chappuis et al. (2012) and Stiggins (2005) show how some assessment methods are better suited for certain learning targets than others.

Target-Assessment Method Match

Assessment method.

Links between achievement targets and assessment methods. Source: Student-involved assessment for learning (Stiggins, 2005)

In his book Grading Smarter Not Harder, Myron Dueck provides suggestions on how teachers might vary traditional multiple-choice tests to allow students to share their thinking. Consider how this option might change a test for your students. Dueck proposes an alternate response sheet that encourages students to place the choice they think is correct in the first space. If students are considering two answers, or believe there is more than one correct response, they can place the second letter in the space provided. Also, for each question that students place more than one response, they must also provide a written explanation to represent their thinking/debate.

The first and arguably most common form of assessment used in secondary classrooms is selected response. By asking various questions at varying levels of knowledge, selected-response assessments are an efficient way to measure student knowledge and understanding. However, the limitations of multiple-choice, true-false, matching, and fill-in-the-blank style assessments are that they can only provide a limited amount of evidence of student reasoning skills and are incapable of demonstrating a student’s ability to apply skills. A benefit to selected response assessments is that they are great at collecting information quickly and are easy to grade, thus decreasing the feedback loop. Therefore, selected-response can be a great tool to use for formative assessment. Not that it can’t or shouldn’t be used as a summative assessment tool, but if your learning objectives require action above recall of knowledge, you should probably look for another method.

The second form of assessment often used is constructed response. Constructed responses are often chosen to elicit evidence of students’ thinking regarding reasoning, understanding of connections, and application of content knowledge. This assessment form may be more heavily used in some disciplines than others. Lastly, the third type of assessment is the performance assessment. Performance tasks are best suited for gathering evidence of a student’s ability to perform a specific skill or create a product. With the increased pressure on schools to prepare students for college and careers, there has been a push to integrate more performance-type assessments into the teaching and learning process. The idea is that by adding more performance-based assessments, students will develop a deeper understanding of content and be able to not only retain information but also apply and transfer that knowledge to new areas.

Understanding which assessment method to use is crucial to accurately assess student learning. However, learning when and how to use assessment to further learning and measure learning is also necessary. Consider reviewing the Teacher Made Assessment Strategies resource for a deeper dive into the strengths and weaknesses of different assessment types. In the next sections, we will look at how to ensure that our assessments measure accurately.

Considerations for Formatting Assessments

If you choose to summatively assess your students with a performance assessment, then a well-designed rubric can provide students with feedback on how they did on each objective. However, traditional assessments (MC, free response, etc.) often lack detailed feedback on student learning objectives. To provide better feedback to students, consider either grouping assessment items based on learning objectives or tagging items with information that points back to specific objectives or standards for reference.

Grouping or tagging assessment items allows a teacher to track student progress and provide specific feedback to students. Tracking individual learning objectives on an assessment provides a clearer picture of student learning of the objectives than an overall score. By providing subscores for each learning objective, students can see their strengths and weaknesses and use your feedback to guide any remediation efforts. If your assessments are broken into sections based on learning objectives, you might allow students to re-test specific sections of a unit versus taking the whole assessment again. This could save time and stress for students and the teacher.

High-Quality Assessments*

To be able to select and administer appropriate assessment techniques, teachers need to know about the variety of techniques that can be used as well as what factors ensure that the assessment techniques are high quality. We begin by considering high-quality assessments. For an assessment to be high quality, it needs to have good validity and reliability as well as the absence of bias.

Validity  is the evaluation of the  “adequacy and appropriateness of the interpretations and uses of assessment results”  for a given group of individuals (Linn & Miller, 2005, p. 68).

For example, is it appropriate to conclude that the results of a mathematics test on fractions given to recent immigrants accurately represent their understanding of fractions?

Is it appropriate for the teacher to conclude, based on her observations, that a kindergarten student, Jasmine, has Attention Deficit Disorder because she does not follow the teacher’s oral instructions?

Obviously, in each situation, other interpretations are possible that the immigrant students have poor English skills rather than mathematics skills, or that Jasmine may be hearing impaired.

It is important to understand that validity refers to the  interpretation and uses made of the results of an assessment procedure, not of the assessment procedure itself. For example, making judgments about the results of the same test on fractions may be valid if all the students understand English well. A teacher, concluding from her observations that the kindergarten student has Attention Deficit Disorder (ADD) may be appropriate if the student has been screened for hearing and other disorders (although the classification of a disorder like ADD cannot be made by one teacher). Validity involves making an overall judgment of the degree to which the interpretations and uses of the assessment results are justified. Validity is a matter of degree (e.g. high, moderate, or low validity) rather than all-or-none (e.g. totally valid vs invalid) (Linn & Miller, 2005).

Content validity  evidence is associated with the question: How well does the assessment include the content or tasks it is supposed to?  For example, suppose your educational psychology instructor devises a mid-term test and tells you this includes chapters one to seven in the textbook.  All the items in the test should be based on the content from educational psychology, not your methods or cultural foundations classes. Also, the items in the test should cover content from all seven chapters and not just chapters three to seven—unless the instructor tells you that these chapters have priority.

Teachers have to be clear about their purposes and priorities for instruction before  they can begin to gather evidence related to content validity .  Content validation determines the degree that assessment tasks are relevant and representative of the tasks judged by the teacher (or test developer) to represent their goals and objectives (Linn & Miller, 2005). In their book, The Understanding by Design Guide to Creating High-Quality Units, Wiggins & McTighe share a method that teachers can use to determine the validity of their assessments. Consider how the Two Question Validity Test (Wiggins & McTighe, 2011, p. 91) below might help you evaluate how well your assessment measures student understanding versus recall abilities, effort, creativity, or presentation skills.

Construct validity evidence is more complex than content validity evidence. Often, we are interested in making broader judgments about students’ performances than specific skills such as doing fractions. The focus may be on constructs such as mathematical reasoning or reading comprehension.

A construct is a characteristic of a person we assume exists to help explain behavior.

For example, we use the concept of test anxiety to explain why some individuals when taking a test have difficulty concentrating, have physiological reactions such as sweating, and perform poorly on tests but not in class assignments. Similarly, mathematics reasoning and reading comprehension are constructs as we use them to help explain performance on an assessment.

Construct validation  is the process of determining the extent to which performance on an assessment can be interpreted in terms of the intended constructs and is not influenced by factors irrelevant to the construct.

For example, judgments about recent immigrants’ performance on a mathematical reasoning test administered in English will have low construct validity if the results are influenced by English language skills that are irrelevant to mathematical problem-solving. Similarly, construct validity of end-of-semester examinations is likely to be poor for those students who are highly anxious when taking major tests but not during regular class periods or when doing assignments. Teachers can help increase construct validity by trying to reduce factors that influence performance but are irrelevant to the construct being assessed. These factors include anxiety, English language skills, and reading speed  (Linn & Miller 2005).

The third form of validity evidence is called criterion-related validity.  Selective colleges in the USA use the ACT or SAT among other criteria to choose who will be admitted because these standardized tests help predict freshman grades, i.e. have high criterion-related validity. Some K-12 schools give students math or reading tests in the fall semester in order to predict which are likely to do well on the annual state tests administered in the spring semester and which students are unlikely to pass the tests and will need additional assistance. If the tests administered in the fall do not predict students’ performances accurately, the additional assistance may be given to the wrong students illustrating the importance of criterion-related validity.

Reliability

Reliability refers to the consistency of the measurement (Linn & Miller 2005). Suppose Mr. Garcia is teaching a unit on food chemistry in his tenth-grade class and gives an assessment at the end of the unit using test items from the teachers’ guide. Reliability is related to questions such as: How similar would the scores of the students be if they had taken the assessment on a Friday or Monday? Would the scores have varied if Mr. Garcia had selected different test items, or if a different teacher had graded the test? An assessment provides information about students by using a specific measure of performance at one particular time. Unless the results from the assessment are reasonably consistent over different occasions, different raters, or different tasks (in the same content domain) confidence in the results will be low and so cannot be useful in improving student learning.

We cannot expect perfect consistency. Students’ memory, attention, fatigue, effort, and anxiety fluctuate, and so influence performance. Even trained raters vary somewhat when grading assessments such as essays, science projects, or oral presentations. Also, the wording and design of specific items influence students’ performances. However, some assessments are more reliable than others, and there are several strategies teachers can use to increase reliability

• First, assessments with more tasks or items typically have higher reliability.

To understand this, consider two tests one with five items and one with 50 items. Chance factors influence the shorter test more than the longer test. If a student does not understand one of the items in the first test the total score is very highly influenced (it would be reduced by 20 percent). In contrast, if there was one item in the test with 50 items that was confusing, the total score would be influenced much less (by only 2 percent). This does not mean that assessments should be inordinately long, but, on average, enough tasks should be included to reduce the influence of chance variations.

• Second, clear directions and tasks help increase reliability.

If the directions or wording of specific tasks or items are unclear, then students have to guess what they mean undermining the accuracy of their results.

• Third, clear scoring criteria are crucial in ensuring high reliability  (Linn & Miller, 2005).

Absence of bias

Bias occurs in assessment when there are components in the assessment method or the administration of the assessment that distort the performance of the student because of their characteristics such as gender, ethnicity, or social class (Popham, 2005).

• Two types of assessment bias are important: offensiveness and unfair penalization.

An assessment is most likely offensive to a subgroup of students when negative stereotypes are included in the test.  For example, the assessment in a health class could include items, in which all the doctors were men and all the nurses were women. Or, a series of questions in a social studies class could portray Latinos and Asians as immigrants rather than native-born Americans. In these examples, some female, Latino or Asian students are likely to be offended by the stereotypes, and this can distract them from performing well on the assessment.

Unfair penalization occurs when items disadvantage one group not because they may be offensive but because of differential background experiences. For example, an item for math assessment that assumes knowledge of a particular sport may disadvantage groups not as familiar with that sport (e.g. American football for recent immigrants). Or an assessment on teamwork that asks students to model their concept of a team on a symphony orchestra is likely to be easier for those students who have attended orchestra performances—probably students from affluent families. Unfair penalization does not occur just because some students do poorly in class. For example, asking questions about a specific sport in a physical education class when information on that sport had been discussed in class is not unfair penalization as long as the questions do not require knowledge beyond that taught in class that some groups are less likely to have.

It can be difficult for new teachers teaching in multi-ethnic classrooms to devise interesting assessments that do not penalize any groups of students. Teachers need to think seriously about the impact of students’ differing backgrounds on the assessment they use in class. Listening carefully to what students say is important as is learning about the backgrounds of the students.

Assessments in the PE Setting

If you are teaching in a PE setting and you are thinking that assessment “looks different,” then you might consider reviewing some of the resources below to see how the principles above can help you gather evidence of student learning and skill development.

Formative assessment is most commonly referred to as assessment for learning, as the purpose is to inform your instructional decisions to guide student learning. In contrast, summative assessment is referred to as assessment of learning, as the purpose is to measure what students know at the conclusion of learning. To effectively use formative or summative assessment in the classroom, teachers must clearly define their learning objectives, choose assessment techniques that provide reliable individual evidence of student learning, and use data of student understanding to adjust their instruction. Technology should be considered when planning assessments as it may assist in increasing student motivation and analyzing resulting data.

Summarizing Key Understandings

Peer examples, references & attributions.

Attribution: “Definition of Formative Assessment” was adapted in part from GSC Lesson Planning 101 by  Deborah Kolling and Kate Shumway-Pitt, licensed CC BY-SA 4.0

Attribution: “Adjusting Instruction Based on Assessment” was adapted in part from Educational Psychology by Kelvin Seifert, licensed CC BY 3.0 . Download for free at http://cnx.org/contents/[email protected]

Attribution: “Technology & Formative Assessment” was adapted in part from Igniting Your Teaching with Educational Technology by Malikah R. Nu-Man and Tamika M. Porter, licensed CC BY 4.0

Attribution: “Summative Assessment” was adapted in part from Ch. 15 Teacher made assessment strategies by Kevin Seifert and Rosemary Sutton, licensed under a Creative Commons Attribution 4.0 International License .

Attribution: “High-Quality Assessments” section is adapted in part from Ch. 15 Teacher made assessment strategies by Kevin Seifert and Rosemary Sutton, licensed under a Creative Commons Attribution 4.0 International License .

Airasian, P. W. (2004). Classroom Assessment: Concepts and Applications 3rd ed. Boston: McGraw Hill.

Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. A. (2012). Classroom assessment for student learning: Doing it right – using it well. Boston, MA: Pearson.

Linn, R. L., & Miller, M. D. (2005). Measurement and Assessment in Teaching 9th ed. Upper Saddle River, NJ: Pearson.

Popham, W.J. (2005).

Popham, W. J. (2017). Classroom assessment: What teachers need to know, 8th edition. Boston, MA: Pearson

Popham, W. J., & Baker, E. L. (1970). Planning an instructional sequence. New Jersey: Prentice Hall.

Seifert, K. (May 11, 2011). Educational Psychology. OpenStax CNX. Download for free at http://cnx.org/contents/[email protected]

Stiggins, R. J. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Prentice Hall.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Planning Assessments Copyright © by Jason Proctor is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Extended Essay: Assessment

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements
• Evaluating Your Work

Assessment of the Extended Essay

See below for guidance on evaluating your research, writing, and reflections:

EE Assessment - Questions to Ask

Or see the box to the right for a link to a PDF of the list.

EE Assessment - Questions for Students to Consider

Use this list to help you think about the assessment criteria and whether you have addressed the expectations within your essay.  You do not need to address all of the questions posed, but they do provide some guidance in terms of what to consider.

Criterion A:  Focus and Method

Questions to ask:  

• Does this essay meet the requirements for the subject for which you are registering it?
• Is your research question stated as a question?
• Have you explained how your research question relates to the subject that you selected for the extended essay?
• Have you given an insight into why your area of study is important?
• Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?
• Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?
• Did you explain why you selected your methodology?
• Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?
• If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?
• Are there any references listed in the bibliography that were not directly cited in the text?

Criterion B:  Knowledge and Understanding

• Have you explained how your research question relates to a specific subject you selected for the extended essay?
• Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?
• Is it clear that the sources you are using are relevant and appropriate to your research question?
• Do you have a range of sources, or have you only relied on one particular type, for example internet sources?
• Is there a reason why you might not have a range? Is this justified?

Criterion C:  Critical Thinking

• Have you made links between your results and data collected and your research question?
• If you included data or information that is not directly related to your research question have you explained its importance?
• Are your conclusions supported by your data?
• If you found unexpected information or data have you discussed its importance?
• Have you provided a critical evaluation of the methods you selected?
• Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?
• Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?
• Are all your suggestions of errors or improvements relevant?
• Have you evaluated your research question?
• Have you compared your results or findings with any other sources?
• Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence? Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

Criterion D:  Presentation

• Have you read and understood the presentation requirements of the extended essay?
• Have you chosen a font that will be easy for examiners to read on-screen?
• Is your essay double-spaced and size 12 font?
• Are the title and research question mentioned on the cover page?
• Are all pages numbered?
• Have you prepared a correct table of contents?
• Do the page numbers in the table of contents match the page numbers in the text?
• Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
• Are all figures and tables properly numbered and labelled?
• Does your bibliography contain only the sources cited in the text?
• Did you use the same reference system throughout the essay?
• Does the essay have less than 4,000 words?
• Is all the material presented in the appendices relevant and necessary?
• Have you proofread the text for spelling or grammar errors?

Criterion E:  Engagement

• Have you demonstrated your engagement with your research topic and the research process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• Will the examiner get a sense of how you responded to actions and ideas in the research process?

EE Assessment - Advice for Students

Assessment Grade Descriptors

All extended essays are externally assessed by examiners appointed by the IB. The total marks available are 34.  However, when your supervisor marks your essay in order to arrive at a predicted grade, the grading will be based on the  qualitative  grade descriptors for the Extended Essay (see below), not a translation of a number score into a letter grade.

Assessment Criteria and Objectives

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• Last Updated: Apr 12, 2024 2:56 PM
• URL: https://libguides.westsoundacademy.org/ee

Students in School: Importance of Assessment Essay

Are tests important for students? Why? How should learning be assessed? Essays like the one on this page aim to answer these questions.

Introduction

Assessment of students is a vital exercise aimed at evaluating their knowledge, talents, thoughts, or beliefs (Harlen, 2007). It involves testing a part of the content taught in class to ascertain the students’ learning progress. Assessment should put into consideration students’ class work and outside class work. For younger kids, the teacher should focus on language development.

This will enhance the kids’ confidence when expressing their ideas whenever asked. As in organizations, checks on the performance of students’ progress should be undertaken regularly. Notably, organizations have a high probability of investing in futility because they lack opportunity for correction.

However, in schools there are more chances of correcting mistakes. Similarly, teachers and parents should have a basis of nurturing and correcting the students. This is only possible through assessment of students at certain intervals during their learning progress. Equally, parents or teachers can use tests as they teach as a means of offering quick solutions to challenges experienced by students while learning.

All trainers should work together with their students with the aim of achieving some goals. To evaluate if the goals are met, trainers use various assessment methods depending on the profession. This is exactly true when it comes to assessment in schools. Assessment should focus on the student learning progress.

It should be employed from the kindergarten to the highest levels of learning institutions such as the university. The most essential fact about assessment is that it has to be specific. This implies that each test should try to evaluate if a student is able to demonstrate the understanding of certain concepts taught in class. Contrary to what most examiners believe, assessment should never be used as a means of ranking students.

I this case the key aims of assessment will be lost. Ranking is not bad, but to some extent it might create a negative impression and demoralize the students who are not ranked at top in class. They feel that they are foolish, which is not the case. In general, assessment should be used for evaluation of results and thus creating and formulation of strategies for improving the students’ learning and performance.

Importance of assessment in school

Assessment forms an important part of learning that determines whether the objectives of education have been attained or not (Salvia, 2001). For important decision making concerning the student’s performance, assessment is inevitable. It is very crucial since it determines what course or career can the student partake depending on class performance.

This is not possible without an exam assessment. It engages instructors with a number of questions, which include whether they are teaching the students what they are supposed to be taught or not, and whether their teaching approach is suitable for students.

Students should be subjected to assessment beyond class work, because the world is changing and they are supposed to adapt to dynamics they encounter in their everyday lives. Assessment is important for parents, students, and teachers.

Teachers should be able to identify the students’ level of knowledge and their special needs. They should be able to identify skills, design lesson plans, and come up with the goals of learning. Similarly, instructors should be able to create new learning arrangements and select appropriate learning materials to meet individual student’s needs.

Teachers have to inform parents about the student’s progress in class. This is only possible with the assessment of the students through either exam or group assessment. The assessment will make teachers improve learning mechanisms to meet the needs and abilities of all students. It provides teachers with a way of informing the public about the student’s progress in school.

Whenever parents are informed about the results of their children, they have to contribute to decision making concerning the student’s education needs (Harlen, 2007). Parents are able to select and pay for the relevant curriculum for their students. They can hire personal tutors or pay tuition to promote the learning of the student.

Students should be able to evaluate their performance and learning in school with the use of assessment results. It forms the basis of self-motivation as through it students are able to put extra efforts in order improve their exam performance. Without results, a student might be tempted to assume that he or she has mastered everything taught in class.

Methods of assessment

Various mechanisms can be used to assess the students in school. These include both group assessment and various examinations issued during the learning session. The exam could be done on a weekly, monthly, or terminal basis. Through this, a student is required to submit a written paper or oral presentation. Assignments are normally given with a fixed date of submission.

The teacher determines the amount of time required depending on the complexity of the assignment. It can take a day, a week, or even a month and this ensures that the student does not only rely on class work. It promotes research work and instills the self-driven virtue to the student. In addition, short time exam gives a quick feedback to the teacher about the student performance.

Exam methods of assessment

Before looking at the various methods of exam assessment, it is important to understand the major role that the assessment plays in the learning of the student. Carrying out an assessment at regular intervals allows the teachers to know how their students are progressing over time with respect to their previous assessments (Harlen, 2007).

Actually, testing of students helps in their learning and creates motivation to learn more and improve their performance in the future examination. It also guides the teacher on ways of passing on the knowledge to the students. There are three purposes of assessment and these include assessment for learning, assessment to learning, and assessment of learning.

All these help the teacher in planning of his lessons and means of getting feedback from students. Moreover, these three factors of learning join the efforts of parents, student, and teachers in the process of learning. There are several repercussions realized when parents do not monitor closely the performance of their kids.

Education experts assert that parents who fail to monitor their children’s learning progress are like farmers who sow seeds during planting season and wait to reap during the harvesting season yet they did nothing about it. The success of the student is easily achieved when there is harmony among the parents, teachers, and the students.

Methods of assessment can be categorized into three steps: baseline, formative and summative (Stefanakis, 2010). The baseline is considered as the basic and marks the beginning of learning. The summative one carries the bigger weight than the formative in the overall performance of the student. It carries more marks and it is usually done at the end of the teaching period in the term paper.

The aim is to check for the overall understanding of the unit or topic by the student. As the formative assessment is a continuous process during the learning session in the classroom, the instructor should use the general feedback and observations while teaching. It can provide an immediate solution to the teacher because the area that troubles the student is easily identified and the teacher takes appropriate action.

Teachers should never ignore the formative or wait for the summative at the end of the learning term. Even if the teacher discovers weakness of the student, it might be less useful since there will be no room for improvement. Actually, it is more of a reactive measure rather than proactive summative assessment. Various mechanisms can be used to realize the formative assessment.

These include surveys, which involve collecting of students’ opinions, attitudes, and behaviors during class (Nitko, 2001). They help the instructor to interact with the student more closely, creating a supportive learning environment for the student. The teacher is able to clear any existing misconception from the students due to prior knowledge. It can also involve reflections of the student.

Here, the student is required to take some time and reflect on what was taught. It necessitates the student to ask several questions regarding what was taught, for instance, questions about the hottest topic, new concepts, or questions left unanswered. It also involves the teacher asking questions during a teaching session. This makes the teacher to point out the areas the students have not understood.

By doing so, the teacher is able to focus and put more effort on some topics as compared to others. The teacher can also decide to issue homework or assignments to students. This gives students an opportunity to build confidence on the knowledge acquired during class work (Stefanakis, 2010).

Most importantly, the teacher could include the objectives and expectations of each lesson and this can be in form of questions. These questions create awareness and curiosity of students about the topic.

For the above methods of assessment, various formats have been adopted. First is the baseline assessment, which aims at examining individual’s experience as well as the prior knowledge. There are pencil and paper easement method, which is a written test. It can be a short essay or multiple choice questions. It checks for the student’s understanding of certain concepts.

The third is the embedded assessment. It deals with testing the students in contextual learning and it is done in the formative stage. The fourth involves oral reports that aim at capturing the student’s communication and scientific skills. They are carried out in the formative stage. Interviews evaluate the group and individual performance during the formative stage.

There is also a performance task, which requires the student to work on an action related to the problem while explaining a scientific idea. Usually, it is assessed both in the summative and formative stages. All these formats ensure the objective of the assessment is achieved (Harlen, 2007). The above exam method promotes learning and acquiring of knowledge among the students.

Group methods of assessment

Assessment is a flexible activity as what is done to an individual during assessment can also be done in a group and still achieve the objectives of the assessment. Group work aims to ensure that students work together. The method is not as smooth as that of an individual’s assessment since awarding of grades is a bit tricky and not straightforward.

The instructors will not know which student has contributed a lot in the group work, unless the same grade is given to group members to create fairness in the process of assessment (Paquette, 2010). It is advisable to consider both the process and finished product when assessing group work.

By just looking at the final work of the group, no one can tell who did what and did not. Individual contributions are implicit in the final project. The teacher should employ some other measures to be able to distribute grades fairly.

The solutions of assessing group include consideration of the process and the final work. The instructor should assess the process involved in the development of the final work. The aspect of the project includes punctuality, cooperation and contribution of the individual student to the group work (Stefanakis, 2010). The participation of each student and teamwork should be assessed.

Fair grading requires looking at the achievement of the objectives of the project. In addition, the instructors can let the students assess and evaluate themselves through group participation. This enhances group teamwork and yields a fair distribution of grades. This is realized because the members of the group know how to research and present written analysis of their work.

Self-assessment aims at realizing respect, promptness, and listening to minority views within the group. Another effective way of ensuring that group work becomes successful is by holding group members accountable. This actually curbs the issue of joy riding among the group members. Individuals are allocated with a certain portion of the entire job.

This involves asking members to demonstrate what they have learned and how they have contributed into the group. In addition, the products and processes are assessed. Another interesting scenario is realized when the instructor gives students the opportunity to evaluate the work of other team members. The gauging of individuals involves the investigating of various aspects of the projects.

These include communication skills, efforts, cooperation, and participation of individual members. It is facilitated by the use of forms, which are completed by the students.

Group work aims at improving both accountability of individuals and vital information due to dynamics experienced in the group. To some extent, an instructor can involve the external feedbacks. These feedbacks are finally incorporated into the final score of the student’s group grade.

There are various mechanisms for assessing and grading the group. First, there is shared grading. Through this, the submitted work of the group is assessed and same grade to all members is awarded without considering the individual’s contribution. Secondly, there is averaging of the group grade. Through this, each member is required to submit the portion allocated.

After assessing the individual’s work, an average of all the members is evaluated and this grade is awarded to group members. This average group grade promotes members to focus on group and individual work. There is also individual grading, where the student’s allocated work is assessed and grades given to individuals.

This enhances efforts during working with all the members. In fact, this method is the fairest way of grading group work. There is also an individual report grading in which each member is required to write individual report. After submitting, assessment is done and a grade is given to the student.

Finally, there is an individual examination grading where questions are examined based on the project. This encourages students to participate fully during the project. It is hard to answer the questions if you have not participated in the group work.

How assessment prepares students for higher education/ workforce/ student character

It is a fact that in any institution exam is an inevitable criterion of assessing students. Whichever the system adopted by the governments of various countries worldwide, exam is an important event as teachers are able to allow those students who perform well to progress in their learning (Stefanakis, 2010). Those who have not met the minimum grading will require extra tuition before they are promoted.

This will involve the initiatives of parents to hire tutors for the student. Exam assessment prepares the student for higher levels of learning, because the higher institutions of learning have exam assessment too. Therefore, it is important for the students to get used to exam as well as research, which will boost the student understanding during lectures in the university or in college.

Similarly, at the end of a university degree course the students are required to carry out a project either as individual or group work. The knowledge and experience of teamwork gained during the lower study levels will play a great role in successful completion of tasks in the university.

Another important factor of assessment is that it helps a student to develop his or her character from childhood to adulthood. For the first time a student joins the school the test should be initiated.

From small things the student is asked by the teacher or by other colleagues, he or she learns how to associate with other students especially during the group work tasks. The student learns and embraces teamwork, cooperation, and accountability. These virtues are a foundation for character. In addition, the student acquires communication skills especially during the presentation of project work or during class sessions.

These small facts about life accumulate and contribute to life outside the school. The student is able to work in any environment. The exam credentials are vital requirements in the job market. All firms base their employment qualification on exams. More often, employers choose best workers based on their exam papers.

This approach has been vital since employers might not have time to assess ability to demonstrate their skills (Stefanakis, 2010). Therefore, the underlying basis is both exam and group assessment. Group assessment helps to build teamwork, which is a vital virtue in the workplace. Most projects in an organization are done in groups. Hence, teamwork aspects are very crucial during implementation.

The student utilizes the knowledge and experience of group work during school. The working environment is not so much different from socialization in school. In any organization, the success of a company is determined by the teamwork and unity of the workers. These vital virtues are learnt and developed in school and are enhanced by assessment.

Harlen, W. (2007). Assessment of learning . Los Angeles, CA: SAGE Publications.

Nitko, A. J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, N.J.: Merrill.

Paquette, K. R. (2010). Striving for the perfect classroom instructional and assessment strategies to meet the needs of today’s diverse learners . New York: Nova Science Publishers.

Salvia, J. (2001). Assessment (8th ed.). Boston: Houghton Mifflin.

Stefanakis, E. H. (2010). Differentiated assessment how to assess the learning potential of every student . San Francisco: Jossey-Bass.

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Guest Essay

It’s Time to End the Quiet Cruelty of Property Taxes

By Andrew W. Kahrl

Dr. Kahrl is a professor of history and African American studies at the University of Virginia and the author of “The Black Tax: 150 Years of Theft, Exploitation, and Dispossession in America.”

Property taxes, the lifeblood of local governments and school districts, are among the most powerful and stealthy engines of racism and wealth inequality our nation has ever produced. And while the Biden administration has offered many solutions for making the tax code fairer, it has yet to effectively tackle a problem that has resulted not only in the extraordinary overtaxation of Black and Latino homeowners but also in the worsening of disparities between wealthy and poorer communities. Fixing these problems requires nothing short of a fundamental re-examination of how taxes are distributed.

In theory, the property tax would seem to be an eminently fair one: The higher the value of your property, the more you pay. The problem with this system is that the tax is administered by local officials who enjoy a remarkable degree of autonomy and that tax rates are typically based on the collective wealth of a given community. This results in wealthy communities enjoying lower effective tax rates while generating more tax revenues; at the same time, poorer ones are forced to tax property at higher effective rates while generating less in return. As such, property assessments have been manipulated throughout our nation’s history to ensure that valuable property is taxed the least relative to its worth and that the wealthiest places will always have more resources than poorer ones.

Black people have paid the heaviest cost. Since they began acquiring property after emancipation, African Americans have been overtaxed by local governments. By the early 1900s, an acre of Black-owned land was valued, for tax purposes, higher than an acre of white-owned land in most of Virginia’s counties, according to my calculations, despite being worth about half as much. And for all the taxes Black people paid, they got little to nothing in return. Where Black neighborhoods began, paved streets, sidewalks and water and sewer lines often ended. Black taxpayers helped to pay for the better-resourced schools white children attended. Even as white supremacists treated “colored” schools as another of the white man’s burdens, the truth was that throughout the Jim Crow era, Black taxpayers subsidized white education.

Freedom from these kleptocratic regimes drove millions of African Americans to move to Northern and Midwestern states in the Great Migration from 1915 to 1970, but they were unable to escape racist assessments, which encompassed both the undervaluation of their property for sales purposes and the overvaluation of their property for taxation purposes. During those years, the nation’s real estate industry made white-owned property in white neighborhoods worth more because it was white. Since local tax revenue was tied to local real estate markets, newly formed suburbs had a fiscal incentive to exclude Black people, and cities had even more reason to keep Black people confined to urban ghettos.

As the postwar metropolis became a patchwork of local governments, each with its own tax base, the fiscal rationale for segregation intensified. Cities were fiscally incentivized to cater to the interests of white homeowners and provide better services for white neighborhoods, especially as middle-class white people began streaming into the suburbs, taking their tax dollars with them.

One way to cater to wealthy and white homeowners’ interests is to intentionally conduct property assessments less often. The city of Boston did not conduct a citywide property reassessment between 1946 and 1977. Over that time, the values of properties in Black neighborhoods increased slowly when compared with the values in white neighborhoods or even fell, which led to property owners’ paying relatively more in taxes than their homes were worth. At the same time, owners of properties in white neighborhoods got an increasingly good tax deal as their neighborhoods increased in value.

As was the case in other American cities, Boston’s decision most likely derived from the fear that any updates would hasten the exodus of white homeowners and businesses to the suburbs. By the 1960s, assessments on residential properties in Boston’s poor neighborhoods were up to one and a half times as great as their actual values, while assessments in the city’s more affluent neighborhoods were, on average, 40 percent of market value.

Jersey City, N.J., did not conduct a citywide real estate reassessment between 1988 and 2018 as part of a larger strategy for promoting high-end real estate development. During that time, real estate prices along the city’s waterfront soared but their owners’ tax bills remained relatively steady. By 2015, a home in one of the city’s Black and Latino neighborhoods worth $175,000 received the same tax bill as a home in the city’s downtown worth $530,000.

These are hardly exceptions. Numerous studies conducted during those years found that assessments in predominantly Black neighborhoods of U.S. cities were grossly higher relative to value than those in white areas.

These problems persist. A recent report by the University of Chicago’s Harris School of Public Policy found that property assessments were regressive (meaning lower-valued properties were assessed higher relative to value than higher-valued ones) in 97.7 percent of U.S. counties. Black-owned homes and properties in Black neighborhoods continue to be devalued on the open market, making this regressive tax, in effect, a racist tax.

The overtaxation of Black homes and neighborhoods is also a symptom of a much larger problem in America’s federated fiscal structure. By design, this system produces winners and losers: localities with ample resources to provide the goods and services that we as a nation have entrusted to local governments and others that struggle to keep the lights on, the streets paved, the schools open and drinking water safe . Worse yet, it compels any fiscally disadvantaged locality seeking to improve its fortunes to do so by showering businesses and corporations with tax breaks and subsidies while cutting services and shifting tax burdens onto the poor and disadvantaged. A local tax on local real estate places Black people and cities with large Black populations at a permanent disadvantage. More than that, it gives middle-class white people strong incentives to preserve their relative advantages, fueling the zero-sum politics that keep Americans divided, accelerates the upward redistribution of wealth and impoverishes us all.

There are technical solutions. One, which requires local governments to adopt more accurate assessment models and regularly update assessment rolls, can help make property taxes fairer. But none of the proposed reforms being discussed can be applied nationally because local tax policies are the prerogative of the states and, often, local governments themselves. Given the variety and complexity of state and local property tax laws and procedures and how much local governments continue to rely on tax reductions and tax shifting to attract and retain certain people and businesses, we cannot expect them to fix these problems on their own.

The best way to make local property taxes fairer and more equitable is to make them less important. The federal government can do this by reinvesting in our cities, counties and school districts through a federal fiscal equity program, like those found in other advanced federated nations. Canada, Germany and Australia, among others, direct federal funds to lower units of government with lower capacities to raise revenue.

And what better way to pay for the program than to tap our wealthiest, who have benefited from our unjust taxation scheme for so long? President Biden is calling for a 25 percent tax on the incomes and annual increases in the values of the holdings of people claiming more than $100 million in assets, but we could accomplish far more by enacting a wealth tax on the 1 percent. Even a modest 4 percent wealth tax on people whose total assets exceed $50 million could generate upward of $400 billion in additional annual revenue, which should be more than enough to ensure that the needs of every city, county and public school system in America are met. By ensuring that localities have the resources they need, we can counteract the unequal outcomes and rank injustices that our current system generates.

Andrew W. Kahrl is a professor of history and African American studies at the University of Virginia and the author of “ The Black Tax : 150 Years of Theft, Exploitation, and Dispossession in America.”

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