LeMoyne-Owen CollegeDecember 15, 2009

Mimi Czarnik, Professor of English and Dean of Humanities

Becky Burton, Associate Professor of Biology

Alverno College, Milwaukee, Wisconsin

Introduction to Assessment Principles

“Non-Negotiable” Assumptions about Learning

All students can learn Students need to learn how to

learn Education goes beyond knowing

to be able to do what one knows

Educators are responsible for making learning more available by articulating criteria for successful performance

Assessment

“To sit down beside” Sample of behavior Involves expert judgment based

on explicit outcomes and criteria Incorporates feedback related to

public outcomes and criteria

Principles of Assessment

Assessment is an integral part of learning.

Assessment must involve a sample of behavior.

Assessment must involve a performance of an ability representing the expected learning outcome of a course.

Assessment occurs in multiple modes and settings.

Discussion

Can you think of examples of assessments that you give where students know more at the end than they did at the beginning?

Components of the Assessment Process

Public learning outcomes Public criteria that describe a picture of

the ability being assessed Observation of a sample of performance Response mode consistent with the

ability Use of expert judgment in applying

criteria Assessor feedback Student self-assessment

Assessment Modes

Is it clearly related to the course outcome(s)?

Does it bring the student close to a situation within which the student will be using the outcome(s) outside the classroom?

Does it fit the level of the student? Will it engage the student? Will it give the student an opportunity to

demonstrate sufficient indicators of the outcome(s)?

Evaluating an Assessment

Elicit student demonstration of the outcomes?

Criteria communicated to student? Appropriate level? Assessment similar to actual practice? Criteria-referenced feedback? Self assessment? Peer assessment?

Sample Assessment Plans

Beginning Group Work

Review your program/departmental outcomes.Make a list of courses in your department/ program that teach and/or assess for each of your outcomes.Begin writing course outcomes.

Presentations of Assessment Plans in Process

As you listen to your faculty peers, jot down notes that address some of the following:What aspects of outcome might be applicable to your program/department?Did you hear any particularly effective language?

Criteria

Standards of what we expect in student performance

Indicators that ability and/or knowledge is present in a performance

Collectively, a picture that students can use to imagine an acceptable performance

A learning objective when students discover they do not meet a particular criterion

Characteristics of More Effective Criteria

Are observable: Explain, analyze, compare, design

Use qualifiers: Effective, appropriate, complete

Are clear to the student Reflect outcomes

Characteristics of Less Effective Criteria Are format requirements,

directions, steps, or tasks, such as: Select a species to investigate Must be 3-5 pages

Can only be met in one way Select the best answer for each multiple

choice question

Practice Writing Criteria

Choose one of your course outcomes from this afternoon’s work.

Write one or two criteria for this outcome. Criteria must be observable and assessable.

Alverno College Faculty-Designed in-Course Assessment

INSTRUCTOR

ADMINISTERSASSESSMENT

INSTRUCTOR(and Student)

STUDIESRESULTS

INSTRUCTOR

DESIGNS/REDESIGNSASSESSMENT

(Integration of Abilities/Discipline Concepts)

INSTRUCTOR(and Student;

Sometimes Peers)

ASSESSESPERFORMANCE

(Student Assessment-as-Learning at Alverno College, 1994, p. 97)