Approaches to Assessment

Workshop for College of the Redwoods

Fred Trapp

August 18, 2008

Roles of Assessment

“We assess to assist, assess to advance, assess to adjust”: Assist: provide formative feedback to guide

student performance Advance: summative assessment of student

readiness for what’s next Adjust: continuous improvement of

curriculum, pedagogy.

- Ruth Stiehl, The Assessment Primer: Creating a Flow of Learning Evidence (2007)

Formulating Questions for Assessment

Curriculum designed backwards; Students’ journey forward: What do students need to DO “out there”

that we’re responsible for “in here?” (Stiehl) Subsequent roles in life (work or future study,

etc.) How do students demonstrate the

intended learning now? What kinds of evidence must we collect

and how do we collect it?

Assessment Questions & Strategies– Factors to consider:

Meeting Standards Does the program meet or exceed

certain standards? Criterion reference, commonly state or

national standards Comparing to Others

How does the student or program compare to others?

Norm reference, other students, programs or institutions

Assessment Questions & Strategies-Factors to Consider:

Measuring Goal Attainment Does the student or program do a good

job at what it sets out to accomplish? Internal reference to goals and

educational objectives compared to actual performance.

Formative student-center. Professional judgment about evidence

common.

Assessment Questions & Strategies- Factors to Consider:

Developing Talent and Improving Programs Has the student or program improved? How can the student’s program and

learning experience be improved even further?

Formative and developmental. Variety of assessment tools and sources

of evidence.

Formulating Assessment Strategies:

Formulating Assessment Strategies:

Formulating Assessment Strategies:

Direct vs. Indirect Evidence

Direct What can the

student actually do or demonstrate they know

Can witness with own eyes

Setting is structured/ contained

Indirect What students say

they can do Focus on the

learning process or environment

Things from which learning is inferred

Setting is not easily contained/structured

Qualitative vs. Quantitative Qualitative

Words Categorization of

performance into groups

Broad emergent themes

Holistic judgments

Quantitative Numbers Individual

components and scores

Easier calculations and comparisons plus presentation to a public audience

Formative vs. Summative Assessment for

learning “In-progress” Provide corrective

feedback Establish

foundational learning for next step.

Assessment for evaluative purpose

“After the fact” Determine progress/

achievement/proficiency

Readiness for next step/ role/learning experience

Means of Assessment-(Quantitative Judgments)

Cognitive Standardized exams Locally developed exams

Attitudes/beliefs Opinion surveys of students,

graduates, employers

Means of Assessment- (Qualitative Judgments)

Cognitive Embedded classroom assignments

Behavior/performances (skills applications) Portfolios Public performances Juried competitions Internships Simulations Practical demonstrations

Attitudes/beliefs Focus groups

see Handout- Using the Grading Process for Assessment

15

Step 3. Means of Assessment- Grades

Evaluation of individual students = assessment Focus is individual not groups of students A summative, not formative act Objectivity of single evaluator vs. group Generally not accepted as direct evidence Uses of the grading process

Agreed upon course exam or part of exam Row and column model for assignments

Individual Student Scores and SLO Assessment- Embedded Assignments

Criteria Tim Jane Mary Joe Dave Average

Spelling 3 4 1 2 3 2.6

Grammar 2 5 3 2 5 3.4

Punctuation 4 5 2 3 4 3.6

Structure 3 2 3 5 3 3.8

Total 13 17 10 12 15

Student Grade C A D C B

Total down the column for individual grading. Analyze across the row for assessment of intended outcomes from the group.

Jim Nichols

Interpreting Results- How Good Is Good Enough?

Norm Referencing Comparing student achievement

against other students doing the same task

Criterion Referencing Criteria and standards of judgment

developed within the institution

Are Results Valid and Reliable?

Validity Reliability Authentic assessment Important questions or easy

questions Inform teaching and learning?

How Does Assessment Data Inform Decision-Making?

Goal: Making sound curricular and pedagogical decisions, based on evidence

Assessment questions are tied to instructional goals.

Assessment methods yield data that is valid & reliable.

A variety of measures are considered. Assessment is an ongoing cycle.

Assessment Process

Student Learning

Assessment Activities

3. Means of Assessment and

Criteria for Success

2. Intended Learning

Outcomes

5. Use of Results

4. Assessment Results

1. Expanded Mission Statement-GE, Program & Course Purposes