Assessment and Evaluation

Apply the principles and procedures of assessment and evaluation in order to measure, and subsequently improve teaching, learning, and program effectiveness.

According to the American Association for Higher Education’s Nine Principles of Good Practice for Assessing Student Learning, “assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.” (Smith, 2008, App. C). Smith (2008) describes assessments as “opportunities for students to learn,” and states that “we need to give both formative (along the way, assist with determining learning structures) assessments and summative assessments (those that evaluate the learning of the student).” (p. 34). Smith (2008) also highlights the assertion by Merrill (2002), that “practice with an opportunity to make mistakes, evaluate performance, and correct those mistakes is one of the best ways to learn” (p. 34).

In Fall 2008, I designed and participated in a role play in CCE 542 (Classroom Management) that included a self-evaluation and reflection that seems quite prescient in the context of the experience I have since had as an adjunct instructor (Wilder, 2008). The advice from Weimer (2002) to not take student resistance personally (p. 157) has become a lot more meaningful since the day early on in my work as an adjunct instructor, when I found myself looking at the premade PowerPoints on the widescreen, looking back at my students, and realizing that I was going to rebuild the course from the ground up. My teaching experience since then seems to confirm several of my reflections on the CCE 542 role play, including the influence my role as an instructor has on the classroom, and the need to intentionally reflect on my teaching persona and adapt it to the needs of my students (Wilder, 2008).

When I started work as an adjunct instructor, I intentionally adopted an “attorney” persona, reasoning that this could provide an experiential component to all courses in the program, especially since I was going to assign projects that were similar to the work that my students might be asked to do in the professional work environment. This approach provided significant experience with concepts from CCE 542, and I initially made the mistake of not recognizing how natural student resistance could be in the context of the constructivist approach I adopted to design problem-based and project-based learning activities (Weimer, 2002, pp. 153-157). In the CCE 542 role play reflection, I describe how my teaching persona worked and did not work for my response to student resistance, and based on my actual teaching practice, my CCE 542 speculation that “in a more relaxed classroom atmosphere, I will adapt to the environment similarly to how I adapted to the courtroom” (Wilder, 2008) seems prescient in hindsight, because as an instructor, I adapted to the needs and interests of my students, while pursuing “learner-centered goals with relentless determination” (Weimer, 2002, p. 160).



Smith, R.M. (2008). Conquering the Content: A Step-by-Step Guide to Online Course Design. San Francisco: Jossey-Bass

Weimer, M. (2002). Responding to Resistance. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass

Wilder, R. (2008). CCE 542 Role Play Reflection. Learning Document. Retrieved from


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