Reimagining Assessment in a Large Lecture: An Alternative Approach Inspired by Thomas Jefferson and Maria Montessori

Abstract

In large lecture courses, it can be challenging to imagine assessing student learning in ways other than multiple-choice exams and traditional point-based grading. Inspired by major pedagogical principles shared by Maria Montessori and Thomas Jefferson and supported by current understandings of effective teaching, assessment was reimagined in a large introductory-level child psychology course to allow for free choice and active engagement. Instead of exams, students created a short scientific essay each week on what most interested them; essays were assessed using a short rubric and sampling techniques. Instead of traditional point-based grading, specifications grading was used. These changes, dubbed the JeffMonte method, were associated with better student performance, were received positively by students, and increased instructor satisfaction.

Keywords:

• Alternative assessment
• free choice
• large lecture
• specifications grading

Acknowledgments

The authors thank Jacqui Woolley for helpful ­comments on an earlier draft of this article.

Declaration of interest statement

The authors report there are no competing interests to declare.

Additional information

Funding

This work was supported by Wend and Wildflower Foundation.