designing and aligning assessments
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Designing and Aligning AssessmentsTRANSCRIPT
This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Designing and Aligning Assessments
David SteerThe University of Akron
InTeGrate Assessment Team Leader
Webinar goals
• Know what we mean by “summative assessment” in the context of InTeGrate
• Design an aligned summative assessment strategy by …– deconstructing a goal into critical elements– linking critical elements to cognitive levels– matching elements to summative assessments– selecting appropriate type of scoring rubric
Types of Assessment• Diagnostic– Purpose to determine current state of learning
(Pre-tests/surveys/self assessments)
• Formative– Purpose to monitor student learning– Immediate feedback– Low Stakes
• Summative– Purpose to evaluate learning
• Measured against a benchmark or standard• High stakes (graded)• Appropriate for cognitive level
Why Summative Assessments• Measure progress toward meeting course/unit
goals: Linked to InTeGrate Guiding Principles– Higher Level Blooms– Administered at end of course/unit– Used by all developers testing curriculum– Have grading (and student) rubrics– Can have multiple components
Student responses from these assessments will be provided to InTeGrate to document learning
InTeGrate Guiding Principles• Connect geoscience to grand challenges facing society • Develop students' ability to address interdisciplinary
problems • Improve student understanding of the nature and
methods of geoscience and developing geo-scientific habits of mind
• Make use of authentic and credible geoscience data • Foster systems thinking
Designing Summative Assessments• Consider the goal being assessed
– What are the critical elements of that goal?• Probably linked to your learning objectives
The handout shows a data-related goal from your curriculum.
Find your goal. If your group has not developed goals, select one related to your curriculum.
List the critical elements students should know and be able to do that are related to that goal.
Type the first item on your list in the chat box
Designing Summative Assessments• Consider the goal being
assessed– What constitutes learning for
each element?• Based on cognitive levels addressed
Analyze the last five elements we just wrote down.
List the level of Bloom’s addressed by those elements.
Now do the same with your own list
Designing Summative Assessments• Consider the goal being
assessed– How is each element best
assessed?• Essays• Lab Report• Writing Assignment• Project or Performance• Concept Map• Exam question(s)
See examples here: http://serc.carleton.edu/NAGTWorkshops/assess/types.html
Let’s analyze the highest-level Blooms element on our list.
How might we assess that element? Make your own list.
Type the first item on your list in the chat box
Designing Summative Assessments• Consider the goal being
assessed– Develop rubrics
• Holistic: set of descriptions used to assign a score to the whole
• Analytic: Set of components that are independently evaluated (sum for score)
See examples at: http://serc.carleton.edu/NAGTWorkshops/assess/rubrics.html
Consider the assessment you just chose.
What type of rubric is most appropriate and how would you assign scores?
This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Designing and Aligning Assessments
We have time for discussion and/or questions