designing authentic, quality assessments
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Designing Authentic, Quality Assessments
Office of Learning & TechnologyPurdue University North Central
Outline
We will cover: Levels of assessment in our courses Aligning objectives to assessment Formative vs. summative learning
assessment The meaning behind “authentic
assessment” Using technology to enhance our ability
to assess effectively
Assessment Refers To…
Accomplishment of learning objectives Quality of interaction or project work
(measured with rubrics) Knowledge (measured with tests and
exams) Knowledge application (measured with
essay or advanced-level tests) Experience with technology Course Instructor
Formative and Summative Assessment
FORMATIVE
Helps you get a handle on how the course and/or students are doing at any given point
Gives you a chance to correct something if it’s not going as planned
SUMMATIVE
Usually done at the end of a unit or course
Provides a final look at how things went
Determines whether students “pass” or have attained the necessary skills to move on
Should You Assign a Grade to Everything?
Unfortunately, human nature is such that we will typically only do what we have to
Only students that are intrinsically motivated will tend to go beyond
Experience and research shows that most students tend toward extrinsic motivation and perform best when: A grade is involved Completion of a major course requirement is
contingent on participation
Something to Try – Self-Reflection
When students have a chance to reflect on themselves as learners, they may be more inclined to grow and achieve more
Try one of these surveys in class or as an assignment/discussion and see the reaction Felder’s Index of Learning Styles:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Biggs’ Study Process Questionnaire: http://www.johnbiggs.com.au/academic/students-approaches-to-learning/
Consider Your Goals
What do you want your students to get from your lesson? How do your students know what is expected from them?
Jot down your list of things that you want your students to know or be able to do before they leave you at the end of the semester, in no particular order or format
You might then be able to organize them by the type/level of learning that will be involved in meeting each goal
Bloom’s Taxonomyof the Cognitive Domain
• Evaluationmake judgments based on criteria
• Synthesiscompile information in a new way
• Analysisbreak down information into parts
• Applicationuse information in a new situation
• Comprehensioninterpret information
• Knowledgerecall information
Lower Order Thinking Skills
Higher Order Thinking Skills
Writing Objectives
An objective is simply a way to state a measurable outcome or goal of your lesson/course
Without the ability to measure a goal, it’s not easy to develop assessments for
How do you measure a student’s ability to appreciate poetry or artwork? How do you measure a student’s understanding of the difference between microeconomics and macroeconomics?
Let’s Take a Closer Look…
For example, take an objective such as: “Write at least five measurable, student-centered learning objectives using appropriate action verbs”
What level is this objective on Bloom’s?
Could it be rewritten to achieve a different level?
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Thinking skill
Action verbs
Student products
Levels of Assessment
There are many schools of thought on how learning assessment should be done
Kirkpatrick’s Four Levels model is one of the more popular models used in business but can also apply to education
Kirkpatrick’s Levels of Evaluation
Level One: Reaction How did the learners feel about the course? Typically done in course evaluations but don’t have
to end there Level Two: Learning
How well did students learn? Level Three: Transfer
How much can they use what they learned in other classes or on the job?
Level Four: Impact How does your course impact the program,
department, university?
Level One: Reaction
Allows for reflection on the course delivery and what learners take away
Provides student perspective on how course is going
Examples: Midterm or periodic course evaluations
(how am I doing? surveys) Reflective discussions or quick essays
about the course
Level Two: Learning
Tells us whether students are learning and how much
For most academic courses, this is where we stop assessment - it is fairly important of course!
Examples: Tests Presentations Projects Discussions Papers
Level Three and Four
We often don’t have a chance to do Level Three and Four evaluation as faculty teaching courses
Level Three can be valuable to assessing students at a program level – how are they transferring what they learned in specific classes into their program at large?
Level Four can be useful to the department for assessing a program’s strengths and weaknesses overall
Authentic Assessment
We often refer to real-world application of knowledge and skills as “authentic”
Students have the chance to use what they learn in a practical way
Any assessment can be authentic as long as it measures what you really want it to
Add Variety and Better Understanding
Instead of a multiple-choice test of knowledge, try an essay test, a file response test, a project, or a paper
Instead of a case study, try having students go out into the field to find their own case
Provide a problem without a known solution and ask students to explore possibilities
Ask students to interpret concepts through presentations or multimedia creation
Tools for Authentic Assessment
Students can create and publish projects and presentations using a variety of helpful – and often free – tools Discussion forums Multimedia (text + images, video, etc) Presentation tools Digital video and audio E-books, wikis, blogs
Free Tools Websites
BlackBoard discussion, blog, wiki, Kaltura media tools
Google Docs: http://drive.google.com Prezi: http://www.prezi.com MS Office Templates:
http://office.microsoft.com/en-us/templates/ Screencast-o-matic:
http://www.screencast-o-matic.com Jing and Camtasia: http://www.techsmith.com Wordpress: http://www.wordpress.com SimpleBooklet: http://simplebooklet.com/index-
edu.php
Creating Rubrics
Rubrics are a comprehensive way to grade projects, written work, multimedia, and other non-test assessments
When students know what you’re looking for, they’re much more likely to perform well
Use your lesson objectives to determine what performances you’re looking for, and decide on what describes good performance vs. not so good
Example and Model Rubrics https://www.uwsto
ut.edu/soe/profdev/rubrics.cfm
http://www.cmu.edu/teaching/designteach/teach/rubrics.html
http://jfmueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm
Rubrics in BlackBoard
You can grade using rubrics right within BlackBoard!
Creating and using rubrics video tutorials: https://www.youtube.com/playlist?list=PLw8_ynm8GzogBUOpgD4PLg8Ak8t8Il44g
Assessment Resources
Writing good learning objectives: http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives
A great help with coming up with verbiage for your rubrics: http://rubistar.4teachers.org
Kathy Schrock’s guide for educators: http://www.schrockguide.net/authentic-learning.html
Workshop in scenario-based learning and authentic assessment examples: https://sites.google.com/site/workshopctandsblresourcesite/home
Thanks!
Reach us at: pncolt@pnc.edu Twitter and Facebook: @PNCOLT http://www.pnc.edu/distance for all
workshop notes, links, and training needs
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