1. Curriculum Committee Testing Philosophy*
* From Michael J. Till's "Topics in Dental Education".

Typically, students view examinations as obstacles to be overcome at the end of a course, and many faculty members consider examinations only as a means to assign grades. The fallacy of both of these attitudes is failure to recognize the valuable contribution evaluations makes to the teaching-learning process.

For students, evaluation enhances learning. Examinations determine not only mastery of data, but also they serve to motivate and to identify areas which can benefit from further effort. Since tests tend to focus on priority objectives, they contribute to increased retention and transfer of the most important concepts of the course. Students recognize and appreciate the relationship between examinations and the course objectives, and the capacity of the examination to reinforce the teaching-learning process.

Evaluation provides an opportunity for introspection. Only by recognizing weaknesses can these issues be addressed. By the same token, insight into strengths and can provide assessment of interests and direction toward specific areas for which students have an aptitude. There is no question that the feedback provided by evaluation makes a better student.

For teachers, evaluation is a means for making educational decisions - are students prepared for the course as planned; at what level should the material be presented; is the progress of the course too rapid or too slow? Examinations provide an ideal vehicle for further learning. They serve to identify subject areas for emphasis or deemphasis. Finally, they provide a source for review and discussion of important concepts.

Evaluation provides insight into course and teaching effectiveness. Valid and reliable tests not only measure student ability, but also teacher and course effectiveness.

Evaluation need not be adversarial. On the contrary, it should be positive. Effective evaluation provides valuable information which contributes to both student and course success.

2. Testing Policies and Procedure for Students and Faculty

On all examinations submitted for credit by students at the University of Florida, the following pledge is either required or implied:

"On my honor, I have neither given nor received unauthorized aid onthis examination."

A. Students:

1. All students must leave all books and related materials outside the testing area.
2. There is to be NO EATING, DRINKING OR SMOKING in the testing area.
3. There is to be NO TALKING to other students while in the testing area.
4. Students are not allowed to leave the testing area once they have started an examination.
5. Students are not permitted to use a calculator unless course director has approved
the use.
6. If exam is in written format, students must write/bubble in their name and UFID number on the
answer sheet or exam.
7. It is the department's responsibility to distribute grades and review the exams
with the students.
8. DO NOT TALK ABOUT ANY FACET OF ANY EXAMINATION UNTIL ALL CLASSMATES HAVE TAKEN THE EXAMINATION.

B. Faculty:

1. When organizing and preparing course examinations, Faculty should take into consideration the following factors: (a) format of test, (b) length of test, (c) number of tests, (d) individual or grouped, (e) method of grade distribution, (f) answer key, (g) deadline, (h) remediation procedures, and (i) any other pertinent information concerning tests. This information should be determined approximately 6-8 weeks prior to student enrollment in course. A description of the above conditions should be included in the "evaluation" section of the student syllabus.
2. Examinations must be revised for every class. If classes are separated into groups for course examinations, a different test, but of equal difficulty, should be given to each group.
3. The course director should direct the scoring and grading procedures through his/her department. Students should be informed of how, when and where
grades will be reported.

C. Providing Feedback on Examinations:

There are many different ways that instructors review test results with students. In one case, new examination forms are prepared for each test, and students may keep their tests (while turning in machine-scoreable answer sheets). After the testing time has expired, all remaining students are dismissed from the room. Then the room is cleared, and the correct answers for all forms are displayed on overhead projectors. Students who choose to return to the testing room may score their own exams. This immediate feedback is very popular with and useful to the students.

Other faculty members review the item analysis to identify particularly difficult items. These items are put on overhead transparencies and reviewed at the next class session. This approach is useful when exams are turned in, and answer sheets are not returned
to students because of the possibility of changing a response.

Another approach often used to review exams is to hold special test review sessions that are voluntary for students. These sessions may be held in office hours or scheduled on a given date. Copies of the test are distributed for review and then collected.

3. University of Florida Grade Posting Policy

Student academic information is, by law, confidential; any academic record that is individualized with a student's name or social security number must be protected. A student's right to privacy is protected by Florida Statutes and the federal Family Educational Rights and Privacy Act of 1974, As Amended (FERPA), commonly referred to as the Buckley Amendment. Even with names obscured, numeric student numbers are considered personally identifiable information. Therefore, the practice of posting grades by social security number or student identification number is a violation of the law.

Instructors who choose to post grades should use a method that ensures FERPA requirements are met. Two acceptable options are:

Ask each student to provide a code, known only to the student and the instructor. Post grades using a scrambled list of code words.
Ask each student to complete a self-addressed stamped postcard or envelope, including the course name/number on the message side or insert. The instructor can write the student's grade on the message side or insert, then mail it to the student when grades have been determined.

Each term's grades, submitted by the Monday deadline, after the University's commencement, are available to students that same day, after 6:00 pm. Students can call TeleGator, 37GATOR (374-2867) or they can use the web integrated Student Information System (ISIS) at http://www.isis.ufl.edu. Official grades are also mailed to each student's permanent address beginning the Tuesday following each commencement.

4. UFCD Policy on Student Evaluation of Instruction

The faculty members of the College of Dentistry seek to continually improve the quality of its instructional program. The College evaluates instruction through faculty evaluations, course evaluations and student debriefings. Students are expected to evaluate courses and faculty each semester. Completion of these evaluations are voluntary, however as part of your professional commitment to the program we strongly and encourage you to participate. Electronic course and faculty evaluation forms are updated each semester and posted on the College Homepage. All of your responses are confidential and the administration maintains state of the art electronic security measures to ensure this. Your thoughtful responses and comments serve as a basis for future planning.

As part of the curriculum management plan students are also asked to participate in a course debriefing. Course debriefings consist of approximately 6-8 class representatives, course faculty members, and staff from the Office of Education. Participants review the course evaluation data and design recommendations for the course at its next offering in the curriculum. Student participation is vital to the College's evaluation of the educational program.

5. Student Complaints

The University of Florida's DMD program is accredited by the Commission on Dental Accreditation. If a student, faculty, patient or other individual has any complaints or concerns about the college's accredited educational programs, those issues and concerns can be directed to the Commission.

The Commission on Dental Accreditation will review complaints that relate to a program's compliance with the accreditation standards. The Commission is interred in the sustained quality and continued improvement of dental and dental-related education programs by does not intervene on behalf of individuals or act as a court of appeal for individuals in matters of admission, appointment, promotion or dismissal of faculty, staff or students.

A copy of the appropriate accreditation standards and/or the Commission's policy and procedure for submission of complaints may be obtained by contacting the Commission at 211 East Chicago Avenue, Chicago IL 60611 or by calling 1-800-621-8099 extension 4563.

It is the college's hope that issues, concerns and complaints be resolved in an appropriate and timely manner. Students are encouraged to address concerns and complaints directly with faculty members and/or class or individual advisors. If the student is not satisfied with the response to the issue, the student should discuss the matter with the appropriate Departmental Chairperson. If the result is unsatisfactory, the student should then involve the Associate Dean for Education and/or the Associate Dean for Clinical Affairs for further action. If the matter remains unresolved, the Dean should be involved in the matter, followed by the University Ombudsman.