some people look stupid laura saret, edd octe6 august 2008
Post on 15-Dec-2015
218 Views
Preview:
TRANSCRIPT
Stupid Quiz http://stupid-quiz.com/stupid?category
=stupidpeople3&source=google
What is assessment of student learning?
The systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning (Barbara E. Walvoord, Assessment Clear and Simple)
In other words… We identify learning
outcomes We design ways to measure
the learning We provide learning
opportunities We gather, analyze, and
interpret evidence to determine how well learning matches our expectations
We use the results to understand and improve student learning
Good learning outcomes…
Provide a framework for course development
Communicate expectations to students
Enable assessment of student learning
Help evaluate student work Provide information to non-student
stakeholders
Learning outcomes…
What a student should be able to do or know as a result of having completed a particular course or program
Sample learning outcome: Students who successfully
complete Tennis 101 will demonstrate skill proficiency in accurately serving a tennis ball
Identifying learning outcomes
Upon successful completion of the course, students will appreciate the pig (Example from Barbara Walvoord and Ginny Anderson’s book, Effective Grading — Swine Management Class)
A learning outcome should contain
1. A description of what the student should be able to do or know
2. The conditions under which the student will be able to do the task
3. The measurable standards for evaluating student performance of the task
After completing this course you will be able to:•operate your phone •know how to greet callers •understand the procedure for transferring a call
After completing this course you will be able to:
place a caller on hold activate the speaker phone play new messages on the voice mail system list the three elements of a proper phone
greeting transfer a call to a requested extension
After completing this course you will be able to:•operate your phone •know how to greet callers •understand the procedure for transferring a call
Student learning outcomes expressed using verbs related to Bloom’s taxonomy can become the foundation for the selection and design of classroom activities, assignments and tests
PsychomotorManual or physical skills
CognitiveMental knowledge and skillsLearning information and processes for dealing with that information
AffectiveHow we deal with emotionsLearning beliefs, attitudes, and values
Bloom’s Taxonomy and the
3 Domains
of Learning
Steps for writing learning outcomes using the domains of learning
1. Decide which domain applies 2. Select an action verb that specifies
what the student should be able to know or do and that can be assessed
3. Make sure that the statement includes the conditions under which the student will be able to do the task as well as criteria for evaluation
Knowledge is the ability to memorize and recall existing terminology, facts, and methods
Comprehension is the ability to understand the meaning of conceptual information
Application is the ability to apply or use previously learned information in a new situation
Analysis is the ability to examine a concept and break it down into its parts
Synthesis is the ability to put information together in a unique or novel way to solve a problem
Evaluation is the ability to judge the relative value of information based on prior knowledge
Low level
High level
Recall Restate Sequence Investigate Systematize Recite Review Sketch Observe Theorize Recognize Select Solve Order Write Record Transform Use Outside Repeat Translate Recognize Reproduce Select State Tabulate Tell Trace Underline
Knowledge Comprehension Application Analysis Synthesis Evaluation Acquire Abstract Apply Advertise Argue Appraise Arrange Associate Calculate Analyze Build Assess Assemble Classify Carry out Breakdown Compose Check Choose Comprehend Compute Catalog Conclude Choose Cite Convert Demonstrate Classify Construct Criticize Count Demonstrate Determine Compare Derive Defend Define Discuss Dramatize Contrast Design Determine Distinguish Distinguish Draw Detect Discuss Evaluate Draw Estimate Employ Determine Formulate Judge Find Explain Explain Differentiate Generalize Justify Identify Extrapolate Generalize Discover Integrate Measure Indicate Formulate Implement Discriminate Organize Rank Itemize Illustrate Instruct Dissect Plan Select Label Indicate Operate Distinguish Produce Support List Interpret Perform Estimate Propose Test Name Locate Plan Examine Relate Verify Order Predict Predict Explore Restate Weigh Point Report Prepare Identify Specify Quote Represent Repair Interpret Summarize
Verbs used for cognitive domain
Receiving relates to getting, holding, and directing the student’s attention and whether the student is “open” to learning
Responding involves active participation on the part of the learners
Valuing involves the student seeing worth or value in the learning--Clues to valuing are expressed in the student’s overt behavior
Organizing involves arranging values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system (comparing, relating, and synthesizing values)
Internalizing values is demonstrated when the student has a value system that controls his/her behavior as a learner
Low level
High level
Receiving Responding Valuing Organizing I nternalizing Asks Agrees to Accepts Adheres Acts Attend Aids Adopts Alters Behaves Be aware Answers Argues Arranges Discriminates Chooses Assists Challenges Combines Displays Describes Complies Commits Compares I nfluence Follows Conforms Completes Completes I nfluences Gives Consents Demonstrates Def ends Listens Holds Contributes Diff erentiates Develop Modifi es I dentifi es Cooperates Explains Establishes Performs Listens Discusses Follows Explains Practices Locates Discusses Forms Formulate Proposes Names Greets I nitiates Formulates Qualifi es Points to Helps I nvites Generalizes Questions Selects Labels J oins I dentifi es Revises Shows alterness Performs J ustifi es I ntegrates Serves Sits Practices Proposes Modifi es Solves Uses Presents Reads Orders Supports Watches Questions Reports Organizes Verifi es Reads Selects Prepares Recites Shares Ranks Reports Studies Relates Request Works Synthesizes Selects Tells Volunteer Writes
Verbs used for affective domain
Psychomotor domain This domain includes physical movement,
coordination, and use of large and small motor skills
Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution
Note: Bloom never completed work on this domain Many models have been developed This section is based on Dave’s model (Dave, R. H.
(1975). Developing and Writing Behavioural Outcomes. (R J Armstrong, ed.) Educational Innovators Press)
Imitation is the ability to observe the action of another person, such as the teacher or trainer, and copy the action
Manipulation is the ability to follow instructions and reproduce an activity from instruction or from memory
Precision is the ability to execute a skill reliably, independent of help from the instructor or demonstrate an activity or skill to other learners
Articulation is the ability to combine or integrate related skills
Naturalization occurs when the skill becomes automatic or internalized
Low level
High level
I mitation Manipulation Precision Articulation Naturalization Adhere Build Calibrate Adapt Automate Copy Carry out Complete Combine Become expert Follow Do Control Construct Design I mitate Execute Demonstrate Coordinate Devise Repeat I mplement Perfect Develop I nvent Replicate Perform Refi ne Extend Manage Show I ntegrate Refi ne Master Specif y Modif y Solve
Verbs used for psychomotor domain
We design or select learning activities to achieve our outcomes
Students should be able to reasonably achieve the learning outcomes by completing these activities.
Choose activities that align with and support the learning outcomes.
Course grades versus assessment
I grade, therefore I assess Course grades tell students how they did in
the class relative to other students and convey to students how well they have met their teachers’ expectations The assignment of a grade to an individual
student provides a summary measure about the student’s performance in the class
May tell something about the standards of the teacher
Course grades do NOT usually Convey direct information about which of the
course’s goals and outcomes for learning have been met or how well they have been met
You can use the grading process to measure learning
Ensure that the activity, exam or assignment actually measures the learning goal(s) The outcome is to be able to "write a persuasive essay" but
the assessment is a multiple choice test State explicitly in writing the criteria for evaluating
student work in sufficient detail to identify students’ strengths and weaknesses Use rubrics
The advantages of using rubrics…
Allow assessment to be more outcome and consistent
Focus the teacher to clarify his/her criteria in specific terms
Clearly show the student how their work will be evaluated and what is expected
Promote student awareness of about the criteria to use in assessing peer performance
Provide useful feedback regarding the effectiveness of the instruction
Provide benchmarks against which to measure and document progress
Scoring rubric for tennis serve
Excellent(2 points)
Acceptable (1 point)
Poor(0 points)
Accuracy Hits target area at least 80% of the time
Hits target area about 50%-80% of the time
Hits target area less than 50% of the time
Effort Puts forth good effort and tries to serve correctly
Shows moderate interest in learning how to serve
Shows little or no interest in learning the correct way of serving
3 2 1
Participates in class discussions
AlmostAlways
Occasionally
AlmostNever
Asks relevant questions in class
AlmostAlways
Occasionally
Almost Never
Participates in online discussion
AlmostAlways
Occasionally
Almost Never
Offers questions or comments via e-mail
AlmostAlways
Occasionally
Almost Never
Attends classAlmost Always
Occasionally
Almost Never
Arrives on time/stays for entire class
Almost Always
Occasionally
Almost Never
Class participation rubric
Evidence and the feedback loop are very important
Develop systematic ways of feeding information about student learning back to decision makers to use for program improvement
Evidence via assessment is more fundamental than ever to knowing students are learning what they need to learn, to ensuring student learning is central at our institutions, and to demonstrating higher education’s effectiveness to the public and others
Assessment is not about amassing data, but rather about analyzing and using it to make a difference in student learning
The Higher Learning Commission cares about…
Are students learning what you intended for them to learn? What is the evidence that teaching is effective? The organization’s goals for student learning outcomes are
clearly stated for each educational program and make effective assessment possible
The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement
What do you most want your students to learn during their time with you? To get from their whole experience at your institution?
What are they actually learning? Is it the right learning? Right level? (effective for what and for
whom?) What difference do you want to make in their lives? What
difference does that make to society? To their profession? What evidence do you have that you’re worth the investment?
That they achieve the learning intended?
How are your stated student learning outcomes appropriate to your mission, programs, and degrees?
What evidence do you have that students achieve your stated learning outcomes?
In what ways do you analyze and use evidence of student learning?
How do you ensure shared responsibility for student learning & assessment of student learning?
How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?
Minute Paper (Angelo, T. A. & Cross, K.P. Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition. San Francisco: Jossey-Bass, 1993, pp. 148-153)
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
top related