Assessment: The Students Perspective

Assessment from the perspective of the student is something that they can use to see if they truly understood the material that the instructor has presented. However, in order for assessment to be beneficial to both the student and the instructor the student needs to be driven and have a desire to learn the material that could be presented on a examination or even through group work. Instructors are then able to gauge where that specific student and the class are in their overall understanding of the topics that were presented. On the other hand, if a student has no interest in the subject being taught then assessment is most likely going to show their lack of motivation. This would also show their lack of drive to apply something to their everyday experiences even if they do not feel that it is important at the time! Unmotivated students would most likely frustrate the instructor because they are taking their own time to stand up in front of the class and relay this material that they see as important and beneficial and it is being ignored and “thrown in the shoe box” without a second look.

Formative Assessment Activity Reflection

The formative assessment activity helped to deepen my understanding of formative assessment. It was beneficial to work through it with my group members because they were able to clarify several things that seemed slightly fuzzy at first. Also, we were able to work together effectively to complete the task at hand. My group was able to identify many important features of formative assessment, but we had a more difficult time figuring out the definition between outcomes and goals. It was much more difficult and time consuming to plan a unit through the use of backward design than I had imagined.

Describing the most salient features of formative assessment to a science colleague would revolve around the idea that learning and understanding should be targeted in several ways, whether through group work, projects/presentations, and discussion based classes in order for students to get the full understanding of a concept without being lectured at constantly.

Student Mock Interview Reflections

Doing the in class mock interview was a good thing and I found it to be very beneficial. I realized that it was very beneficial to use a scenario instead of just asking general questions about the topic I am covering. The ability to use a scenario made the conversation flow much easier and allowed the student to talk freely and take the conversation wherever their understanding and preconceived notions took them. Also, I realized that the questions do not have to be answered in order. If the student is able to talk through one question and into another without being probed that is a benefit to the student as well as myself.  I would suggest letting the student hit a road block in a question and then give them a “small packet” of information to maybe get them on the right track and maybe the “light bulb will turn on.” They may not understand the topic completely at this point, but would be able to talk around some of the topics. After that I would just say let them talk and see where their thought process goes.

Student Interview Questions

Student Interview Questions 

I plan on interviewing an undergraduate student. My main goal is to determine the students' understanding of the differences between yield grade and quality grade in beef cattle.

1.     Beef carcasses quality is determined by two grades. What are they?

2.     Define yield grade and quality grade.

3.     What criteria determines yield grade?

a.     What are the five yield grade classifications?

4.     What criteria determines quality grade?

a.     What are the 2 major factors that determine quality grade?

5.     Does beef yield (wholesale cuts) differ depending on type?

6.     What are the classifications (4) for “young” carcasses and the (3) classifications for the “old” carcasses

7.     If carcasses are bruised how does this affect the overall meat quality? price of the product?  and retail ability?

8.     Do you know who determines yield grade and quality grade?

9.     Are all beef cuts given a yield and quality grade?

10. Do you feel that you understand the importance of yield and quality grade?