Fair Assessment

"Fair Assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement." Definition from PA Department of Education's website.Fair Assessment


EvalTools® achieves Fair Assessment via the following steps:


 Step 1: Define Outcomes Assessment Criteria as part of the Learning Plan:

EvalTools® provides a standard means of assessing teaching and learning effectiveness through the use of an EAMU performance vector. Course and student outcomes are assessed on the construction of the
EAMU vectors. The performance vector divides student learning performance into four categories:

    • Excellent (E) -- 90% or better of the total points possible
    • Adequate (A) -- 75% or better
    • Minimal (M) -- 60% or better
    • Unsatisfactory (U) -- below 60%.

The results are flagged with different colors according to heuristic rules which indicate the performance status.

 Step 2: Identify/define Key Assignments with Justification:

As indicated in the Clear Standards section, Eligible Contents can be used as key assignments to gauge meeting the specific intended assessment anchors or course outcomes. For later evaluation of course outcomes or student outcomes, it is important to provide proper justification for the selected key assignments. Usually, the language used in the Eligible Content is the necessary justification for the intended areas of assignments. For the purpose of consistency in language used in justification, the justification must include:

    • A brief description of the key assignment
    • Reasons why this key assignment is selected for the outcome at hand (the description must include language that refers back to the outcome)
    • Concluding remarks on how to use this assignment as a gauge to meet the corresponding student outcome(s)

The performance criteria and key assignments will be part of your learning plan.

 Step 3: Gauge teaching effectiveness with TCAR:

With the key assignments and performance criteria defined, the next logical step to deliver is the teaching. EvalTools® saves and tracks the lessons and assignments given in class. More importantly, EvalTools® provides proven and well-tested methodologies of Summative and Formative Evaluation using the Teacher Course Assessment Report (TCAR). TCAR is an end-of-semester report that captures your reflection on the course and contains:

    • Course description
    • Course outcomes
    • Grade distribution
    • Action items
    • Course outcomes evaluation

In other words, EvalTools® embeds Summative Evaluation and Formative Evaluation into the day-to-day teaching and learning process. We will illustrate the Teacher Course Assessment Report (TCAR) feature in EvalTools® LMS as follows.

 Summative Evaluation:

The following figure is a snapshot of course outcomes assessment of a TCAR. In this example, the course outcomes assessment section contains:

    • A paragraph that briefly describes the EMAU performance vector used for this course
    • Restatement of the course outcome to be satisfied to ensure clarity
    • Key assignment title
    • Justification of the key assignment
    • Computed EAMU vector for this key assignment
    • Computed group EAMU vector for a group of key assignments used to satisfy this course outcome

The performance vector results are color-coded, red, yellow or green to indicate problems, concerns, or excellence; if a vector is not colored, it indicates a lack of concern, but is not outstanding. In general, if the EAMU vector is red or yellow, it indicates an action area. However, you should determine how to interpret the results accordingly. Regardless, the course outcomes assessment component of TCAR readily supplies the necessary summative evaluation information.

 Formative Evaluation:

Why wait till the end of the semester to examine your teaching effectiveness via TCAR? Since TCAR computes the performance vector for your key assignments and presents color-coded results, you have effective, just-in-time feedback from your class on how the students really follow your teaching. Why not take advantage of the instant feedback to evaluate the student learning experience after each key assignment has been graded?

As an illustration, the following course outcomes assessment component of an TCAR indicates four key assignments have been used to gauge the level of success in meeting course outcomes. For instance, if the EAMU vector for a midterm test is unsatisfactory, or red, it is possible to adapt your teaching on the spot to remedy the situation. After discovering where the breakdown is between teaching the concept and understanding the concept, the teacher can give another quiz and designate the new quiz as a key assignment as well. Depending on how the students respond to the new quiz, the combined grades will raise the EAMU vector. This experience is captured immediately in the faculty's self-reflection in TCAR. This just-in-time feedback mechanism makes gauging your teaching effectiveness much easier.