Agricultural and Biosystems Engineering Publications

Campus Units

Agricultural and Biosystems Engineering

Document Type

Article

Publication Version

Published Version

Publication Date

6-2004

Journal or Book Title

NACTA Journal

Volume

48

Issue

2

First Page

33

Last Page

41

Abstract

Four formative and summative learning assessment tools were used in two terms of an agricultural technology course. The formative assessment tools were a weekly e-mail feedback journal and a midterm electronic-survey. The summative assessment tools were a focus group and a student evaluation of instruction form administered at the end of each term. The weekly e-mail feedback journal and midterm e-survey assessments enabled several course adjustments during each course term, e.g., adjusting the content of the next class based on e-mail feedback, offering more real-world examples, and providing more example problems. The focus groups were used to explore more deeply students' perceptions of both the course and the formative assessments. The student evaluation of instruction form did not provide as much useful information about student learning and course improvement as the other assessments. Using multiple formative and summative classroom assessment techniques for a course had a synergistic effect on gaining insights into the teaching-learning process.

Comments

This article is from NACTA Journal, 48, no. 2 (June 2004): 33–41, used with permission from NACTA or North American Colleges and Teachers of Agriculture.

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Open

Copyright Owner

North American Colleges and Teachers of Agriculture

Language

en

File Format

application/pdf

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