Schedule/Method of Assessment

This page has a few examples of and formats for schedules and methods of assessment included in BGSU course syllabi. It is important to note that the schedule and method of assessment should connect with the student learning outcomes of the course. In addition, providing students with prompt and frequent feedback on their performance, which may or may not contribute to their overall grade in the course, is critically important to fostering student learning and success.

Example #1: Outcome and Assessment Table

 

Course Objectives Sessions Taught Assessed
1. Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated. #1, 2, 3, 4, 7, & 15 Mini-Lesson Think Aloud in a Read Aloud Class Participation Final Exam
2. Analyze an aligned ELA lesson plan that includes Common Core State Standards, Objectives, Assessments and Procedures. #3 & #7 Mini-Lesson Final Exam
3. Examine, evaluate, and select teaching strategies and resources that support the teaching of E/LA. #4, 5, 6, 8, 9, 10, 11, 12, 13, 14, & 15 Mini-Lesson Think Aloud in a Read Aloud Class Participation Final Exam
4. Attend classroom settings to observe and assist students and teachers during language arts lessons. In Field
Case Study
5. Develop a presentation that includes information about at least one specific teacher’s responsibilities. Based on Field Work Case Study
6. Develop a positive disposition toward the implementation of stimulating curricula, effective teaching, commitment to learning with understanding, and the use of a variety of teaching tools. #1, 2, 5, 6, 8, 9, 10, 11, 12, 13, 14, & 15 Mini-Lesson Think Aloud in a Read Aloud Class Participation Reader Response

Example #2: 

Course Objectives:
The student will be able to:                                                         
Evidence that the objective has been met:

1. Demonstrate how language arts instruction is grounded in the integration of reading, writing, speaking, listening, viewing, and visual representation in meaningful ways. Unit Mapping, Active Learning Lesson, 7 Ways project
2. Examine, evaluate, and select resources, such as textbooks and other print materials, video, film, recordings, websites, and software that support the teaching of English Language Arts. Active Learning Lesson, Website Analysis
3. Demonstrate an understanding of the major concepts in the Integrated Language Arts curriculum included in the Common Core Standards. 7 Ways project, Standards assessment assignments, Grammar assignments, writing assignments, Active Learning Lesson
4. Attend classroom settings to assist classroom teachers and BGSU student teachers, as well as observe and interview teachers to understand their job. Daily Prompt Responses, Teacher Profile Project (TPP)
5. Develop presentations that demonstrate their understanding of the complexities of teaching the language arts, as well as the specific responsibilities of the language arts teacher. Teacher Profile Project,
Fry Readability
6. Develop a conceptual framework for teaching and learning in the Integrated Language Arts. Teacher Profile Project
7. Develop an orientation to technology and its application in the Integrated Language Arts. Active Learning Lesson
Website Analysis
8. Develop a positive disposition toward the implementation of stimulating curricula, effective teaching, commitment to learning with understanding, and the use of a variety of teaching tools. Teacher Profile Project, Mini Unit Final Project

Example #3: Grading/Assessment Scheme

On-line weekly quizzes: 15% of total
Midterm: 15% of total
Final exam: 15% of total
In-class assignments/quizzes/note checks: 15% of total
Paper:15% of total
Concert attendance papers: 25% of total (Five concerts at 5% each)
(MUCT 2210)

Example #4: Grading/Assessment Scheme

Your percentage in the course will be calculated based on the table shown below:

Online discussion board participation 5%

Online assignment(s)

10%

Online quizzes

5%

Exams (I, II, III) (proctored)

48%

Projects

10%

Extra credit

2%
Comprehensive final exam (proctored) 20%

You will receive a score of zero for any work not submitted. The Grading scale is as follows:

A ≥ 90%
B ≥ 80%
C ≥ 70%
D ≥ 60%
F Below 60%

Example #5:  Assessment and Grading Scale 

You can check their grades 24/7 online within the Canvas site.  You will receive prompt, quantitative feedback for every assignment. This means that scores will be provided to you using the assignment rubrics so that you can be aware of the degree to which you met assignment requirements.

Grade % Pts. Meaning
A 100-90 440-396 Illustrated outstanding command of learning objectives; went beyond required expectations for course activities and assignments.
B 89-80 395-352 Illustrated high degree of competency of learning objectives; met required expectations for course activities and assignments.
C 79-70 351-308 Illustrated minimal competency of learning objectives; met required expectations for course activities and assignments.
D 69-60 307-364 Did not illustrate minimal competency of learning objectives; do not meet expectations for course activities and assignments.