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Article
Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement
NACTA Journal
  • Brian L. Steward, Iowa State University
  • Steven K. Mickelson, Iowa State University
  • Thomas J. Brumm, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
6-1-2004
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.

Access
Open
Copyright Owner
North American Colleges and Teachers of Agriculture
Language
en
File Format
application/pdf
Citation Information
Brian L. Steward, Steven K. Mickelson and Thomas J. Brumm. "Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement" NACTA Journal Vol. 48 Iss. 2 (2004) p. 33 - 41
Available at: http://works.bepress.com/thomas_brumm/20/