assessing tomorrow’s leaders today in an integrated reading and writing course nade 2015 –...
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Assessing Tomorrow’s Leaders Today
in an Integrated Reading
and Writing CourseNADE 2015 – Greenville, SC
Kina Lara and Tina Willhoite
San Jacinto College – South Campus
• Participants will have the opportunity to:• understand the differences between formative and
summative assessment in an IRW course.• learn about successful approaches to assessment in the
IRW classroom.• understand the role that portfolios can play in assessing
student learning in an IRW course.• learn how to incorporate portfolios into their IRW
courses.
Today’s Objectives
• Offer at least 1 upper level IRW section by Spring 2014
• All upper level IRW offerings by Spring 2015
Call for Reform from the State of Texas
• As part of DEDP grant, San Jac piloted an upper level IRW course (ENGL 0311) in Fall 2011, Spring 2012, and Summer 2012.• New teaching methods, assignments, and assessments were
developed, tested, and modified under the grant.• Upper and lower level courses went through the curriculum
process at the college.• Syllabi and course agendas were created by faculty.• Textbooks and technology were selected by faculty.
San Jac’s Response to the Reform
• All 3 San Jacinto College campuses decided on full implementation of both lower and upper levels beginning in Fall 2012.• Agreed upon by faculty and administrators across the district• Faculty worked together to develop curriculum through
professional development workshops and symposiums, inservices, discipline enrichment, and committee meetings
• True collaboration between reading and writing faculty and willingness to make changes when necessary
San Jac’s Response to the Reform
• Students now placed by TSI Assessment approved cut scores• Class sizes reduced from 25 to 20• More communication among IRW faculty, counselors,
educational planners, and advisors • All new adjunct faculty assigned a full-time faculty mentor• IRW faculty work with ENGL faculty to align curriculum• Higher expectations of students
• Final portfolios instead of final exams
Changes Since Full Implementation
• Informal assignments usually done in class
• Low stakes assignments with low or no point value
• Goal of monitoring student learning and providing ongoing feedback
• Helps students identify strengths and weaknesses
• Helps faculty recognize where students are struggling and address needs immediately
Formative Assessment
Some Examples of Formative Assessment
Written Reflections
Quick follow up at the end of a lesson
Checks for Understanding
Assess comprehension in a group setting
Wrappers Use reflective questions to help students develop skills to monitor learning and adapt as needed
Formative Assessment
• Minute Papers – allow students to articulate and record what they have learned• Example: What are the two (three, four, five) most
significant (central, useful, meaningful) things you have learned during this lecture?
• Muddiest Points – allow students to indicate areas of confusion• Example: What questions remain after this lecture? Is there
anything you did not understand? Take these up and discuss at the beginning of the next class.
Written Reflections
• Polls – many free polling websites students and professors can access through smartphones and laptops (ex: Poll Everywhere, Snappypoll, Kahoot)
• Clickers – many colleges provide these with easy to use software
• Surveys – get students’ opinions or input on the course
Checks for Understanding
WrappersLecture
• Questions at end of class about key points
• Compare student responses to instructor’s
• Promotes active listening
• Helps students identify important information
Homework
• Questions about students’ confidence before and after an assignment
• Gives students immediate feedback concerning the accuracy of their perceptions
Exam• Questions
about preparation, surprises, remaining questions, study goals
• Helps students reflect on their study strategies
• Promotes metacognition
• Formal assignments done in or out of class
• High stakes assignments with significant point value
• Goal of evaluating student learning at end of a unit or course against some standard or benchmark
• Faculty should use results to guide their teaching in future semesters
Summative Assessment
Some Examples of Summative Assessment
Exams Objective means of evaluating student learning
Papers, Projects, Presentations
Require students to synthesize information and create an original work
Portfolios Collection of student work throughout the semester
Summative Assessment
Portfolio Assessment• Best described as a systematic collection of student
work and related material that depicts progress, skill mastery, and metacognition
• Should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work
• Goal is for students to assemble portfolios that illustrate their reading, writing, and critical thinking capabilities
Portfolio Assessment• Process portfolio -- a purposeful collection of student
work that documents student growth from novice to master. These portfolios actively engage students in their creation, especially in determining their goals, selecting work to be included, and reflecting on how each piece demonstrates progress toward their goals.
• Product portfolio -- demonstrates mastery of a learning task or a set of learning objectives and contains only the best work. These portfolios help students identify learning goals, document progress over time, and demonstrate learning mastery.
The San Jac Portfolio • Counts as 20% of grade in INRW course• Students compose over the entire semester• Students demonstrate reading, writing, research,
critical thinking, and metacognitive skills• Individualized and ongoing feedback• Can be print or electronic• All faculty use a common rubric• Students take pride and
gain confidence
The San Jac Portfolio
Advantages of Portfolios • Promote self-evaluation, reflection, and critical thinking• Based on genuine samples of student work• Flexibility for students • Shared responsibility• Students receive extensive input • Facilitate cooperative learning activities• Learning in stages• Measure multiple dimensions of student progress• Allow you to be a transformational rather than
transactional teacher
• Any questions or comments for us?
Q & A
Thank you for joining us!
Kina Lara, MA
Integrated Reading/Writing Faculty
281-998-6150, ext. 3774
Tina Willhoite, MS
Integrated Reading/Writing Faculty
281-998-6150, ext. 3775