New Designs for New Designs for AssessmentAssessment

A CCCOnline Training & Professional DevelopmentA CCCOnline Training & Professional Development

Presented By:Presented By:

Alice Bedard-VoorheesAlice Bedard-Voorhees Karen KaemmerlingKaren Kaemmerling Colorado Mountain College Colorado Mountain College & & CCCOnlineCCCOnline

March 27, 2009March 27, 2009

Where are you today?Where are you today?

Source: http://www.colorado-map.net/images/colorado_map.gif

Our Goals for this SessionOur Goals for this Session

►Present some key ideas behind New Present some key ideas behind New Designs for AssessmentDesigns for Assessment

►Provide some examplesProvide some examples

►Discuss, share, and brainstorm ideas Discuss, share, and brainstorm ideas for assessmentfor assessment

Your Goals?

Assessment is Good Instructional Practice

Chickering and Gamson’s (1987) Seven Principlesof Good Practice in Undergraduate Education:

Good Practice Encourages Student Instructor Contact

Good Practice Encourages Cooperation Among Students

Good Practice Encourages Active Learning

Good Practice Gives Prompt Feedback

Good Practice Emphasizes Time on Task

Good Practice Communicates High Expectations

Good Practice Respects Diverse Talents and Ways of Learning

Guiding IdeasGuiding Ideas As an ongoing practice during the term, As an ongoing practice during the term,

assessment helps faculty and students know assessment helps faculty and students know what students know and don’t know, and what students know and don’t know, and serves to inform instructional strategies along serves to inform instructional strategies along the way (Chickering & Gamsen, 1987).the way (Chickering & Gamsen, 1987).

Summative assessments should be based on Summative assessments should be based on outcomes and not peripheral information.outcomes and not peripheral information.

Involving students in assessment design is a Involving students in assessment design is a way increase their engagement (Weimer, way increase their engagement (Weimer, 2002)2002)

DefinitionsDefinitions Formative Assessments: Formative Assessments:

How’s it going?How’s it going?Quizzes, classroom activities, reflections that may Quizzes, classroom activities, reflections that may or may not be graded, but often award points to or may not be graded, but often award points to motivate the learner.motivate the learner.

Summative Assessments: Summative Assessments: Has the learner arrived?Has the learner arrived?These are is the demonstrations that measures the These are is the demonstrations that measures the defined course outcomes and most substantially defined course outcomes and most substantially determine the final course grade. determine the final course grade.

New Design: Students New Design: Students

► Bring students into the process of self-Bring students into the process of self-assessment from Day 1 and why knowing assessment from Day 1 and why knowing about their own learning is a 21about their own learning is a 21stst century century advantage.advantage.

► Expose them to Bloom’s. Expose them to Bloom’s. http://faculty.ccconline.org/index.php?title=Blooms_Taxonomy_Tutorial_FLASH

►Help them understand their role as Help them understand their role as communicators about their own learning as communicators about their own learning as your shared stake in their success.your shared stake in their success.

Formative Assessment: Formative Assessment: Everyday conversationEveryday conversation

How we are doing with the learning How we are doing with the learning should be a conversation that matters should be a conversation that matters to every class session.to every class session.

Quizzes, reflective journals, classroom Quizzes, reflective journals, classroom assessment techniques, and project assessment techniques, and project conferences are conversational conferences are conversational devices that serve this end.devices that serve this end.

Lower Level KnowledgeLower Level Knowledge

► Students still need lower level knowledge to Students still need lower level knowledge to achieve a higher level outcomeachieve a higher level outcome

Examples

Points can be given for rehearsal loops (ungraded quizzes or quizzes that allow multiple attempts)

Assign students to create review games/quizzes for the lower level knowledge.

Faculty TipFaculty Tip

Let technology features help you, so you can Let technology features help you, so you can give personal feedback where it matters most:give personal feedback where it matters most:

Use anonymous discussion topics as one type of Use anonymous discussion topics as one type of formative feedback.formative feedback.

Use feedback fields in automated quizzes that report to Use feedback fields in automated quizzes that report to the gradebook.the gradebook.

When the class is off-base and needs correction, When the class is off-base and needs correction, communicate a class fix via announcements and email.communicate a class fix via announcements and email.

Summative Summative assessments are based assessments are based

on on outcomes outcomes

not peripheral not peripheral information.information.

Using Publisher Test BanksUsing Publisher Test Banks

Do all items necessarily support the Do all items necessarily support the assessment of outcomes for a specific assessment of outcomes for a specific course? course? (Might only be good for lower level (Might only be good for lower level practice)practice)

Are the items correct?Are the items correct?

ExampleExample

History 102 contains an outcome History 102 contains an outcome common to Colorado’s Guaranteed common to Colorado’s Guaranteed Transfer courses.Transfer courses.

Survey AssignmentSurvey Assignment

Timeline AssignmentTimeline Assignment

Colorado Common Course Colorado Common Course Numbering Objectives for HIS Numbering Objectives for HIS

102102 How to break complex and multiple sources of information How to break complex and multiple sources of information

down into parts to create clearer understandingdown into parts to create clearer understanding How to understand the impact of time and space on How to understand the impact of time and space on

perspectiveperspective How to develop narrative structuresHow to develop narrative structures Identify trends, events, peoples, groups, cultures, and Identify trends, events, peoples, groups, cultures, and

institutions covered in this courseinstitutions covered in this course Communicate orally and in writing about the Communicate orally and in writing about the

contentcontent Use library resources for historical researchUse library resources for historical research Demonstrate that they can analyze secondary sources and Demonstrate that they can analyze secondary sources and

recognize differences in historical interpretationrecognize differences in historical interpretation Identify the perspective of primary sourcesIdentify the perspective of primary sources Construct historical narratives by identifying patterns of Construct historical narratives by identifying patterns of

continuity and change and referring to specific primary and continuity and change and referring to specific primary and secondary sources, maps, and/or artifactssecondary sources, maps, and/or artifacts

Demonstrate the ability to select and apply contemporary Demonstrate the ability to select and apply contemporary forms of technology to solve problems or compile informationforms of technology to solve problems or compile information

Acquire informationAcquire information

Survey AssignmentSurvey AssignmentPurpose of the AssignmentPurpose of the Assignment::

Students create, deliver, and analyze the results of a survey Students create, deliver, and analyze the results of a survey

of questions they create about the content in the course. of questions they create about the content in the course.

This assignment is designed for students to explore the digital This assignment is designed for students to explore the digital text and to get familiar with topics we will be covering in this text and to get familiar with topics we will be covering in this course. course.

The assignment is also used as an ice-breaker and helps The assignment is also used as an ice-breaker and helps students begin to develop a sense of community and students begin to develop a sense of community and teamwork.teamwork.

Additionally, we are working on two course competencies Additionally, we are working on two course competencies speaking about history (which they will do with those students speaking about history (which they will do with those students give the survey to) and noting historical trends.give the survey to) and noting historical trends.

Survey Assignment TasksSurvey Assignment TasksTasks:Tasks:

Review the Learning Modules, access the digital text, and look through the Review the Learning Modules, access the digital text, and look through the chapters and topics that covered in this course. chapters and topics that covered in this course.

Write 10 multiple choice questions, no more than one per textbook chapter. Write 10 multiple choice questions, no more than one per textbook chapter.

Give that survey to 10 people, 10 or older. Note their age and interest in the Give that survey to 10 people, 10 or older. Note their age and interest in the questions. Did they ask you after the survey what the answers were? Did questions. Did they ask you after the survey what the answers were? Did anyone score well on your survey? Did you find that most of those you anyone score well on your survey? Did you find that most of those you surveyed didn’t know much about the history of the countries we study in surveyed didn’t know much about the history of the countries we study in Western Civilizations? Was there a question that everyone got right or Western Civilizations? Was there a question that everyone got right or wrong?wrong?

Post survey to the survey Discussion and Report the overall results of how Post survey to the survey Discussion and Report the overall results of how people performed, and what they learned from the experience.people performed, and what they learned from the experience.

Respond to two classmates posts. Respond to two classmates posts.

The instructor will select some of the classes best questions for an optional The instructor will select some of the classes best questions for an optional bonus quiz at the end of the semester.bonus quiz at the end of the semester.

Survey Assignment RubricSurvey Assignment Rubric

TaskTask MaximuMaximum Pointsm Points

Posted results and survey in DiscussionPosted results and survey in Discussion 2020

Posted your overall experience and what Posted your overall experience and what you learned about yourself and the courseyou learned about yourself and the course

2020

Wrote 10 multiple choice questionsWrote 10 multiple choice questions 2020

Gave the survey to 10 people and noted Gave the survey to 10 people and noted any trends in the resultsany trends in the results

2020

Responded to two classmatesResponded to two classmates 2020

Timeline AssignmentTimeline Assignment

Purpose of the Assignment:Purpose of the Assignment:

Students will create a timeline tracing the Students will create a timeline tracing the events related to a certain topic. events related to a certain topic.

This assignment meets the course This assignment meets the course competencies of breaking information into competencies of breaking information into parts, understanding the impact of time and parts, understanding the impact of time and space on perspective, and identifying space on perspective, and identifying trends, and using technology to compile trends, and using technology to compile information.information.

Timeline Assignment TasksTimeline Assignment Tasks

Tasks:Tasks: Select one from a list of topics. Select one from a list of topics. 

Create a time line of at least 15-20 events using either Word or Create a time line of at least 15-20 events using either Word or web 2.0 tool at http://www.timerime.com/  (students may also web 2.0 tool at http://www.timerime.com/  (students may also find timelines useful in their studies.) find timelines useful in their studies.)

Summarize the topic timeline is about in one concise Summarize the topic timeline is about in one concise paragraph. paragraph.

Each event or timeline should include a brief description that Each event or timeline should include a brief description that explains the significance of that date. explains the significance of that date.

Students may post to the word document or link to an optional Students may post to the word document or link to an optional Timeline Discussion. Timeline Discussion.

Timeline RubricTimeline Rubric

TaskTask MaximuMaximum Pointsm Points

Concisely described topic in one Concisely described topic in one paragraphparagraph

2020

Timeline is in proper order and makes Timeline is in proper order and makes chronological sensechronological sense

2020

Created time line of 15-20 eventsCreated time line of 15-20 events 3030

Described briefly each event on TimelineDescribed briefly each event on Timeline 3030

Total PointsTotal Points 100100

Involving students Involving students in assessment design in assessment design

is a way to is a way to increase increase

student engagement student engagement (Weimer, 2002)(Weimer, 2002)

What could you What could you dodo,, use use, or , or

create create to to demonstrate your learning demonstrate your learning

for for outcome Xoutcome X??

Question for the Class:Question for the Class:

PossibilitiesPossibilities

Student created quizzes or questionsStudent created quizzes or questions

Student contributions to rubricsStudent contributions to rubrics

Student generated questions for final Student generated questions for final (especially in a course sequence)(especially in a course sequence)

Presentations online or in virtual worldsPresentations online or in virtual worlds

Web 2.0 Ways to demonstrate learningWeb 2.0 Ways to demonstrate learning

Example: Second Life Slide Example: Second Life Slide ShowShow

Assignment: Assignment: Student was to define Student was to define question about Second life that related question about Second life that related to teaching and learning, then create a to teaching and learning, then create a slide based on the answer resulting slide based on the answer resulting from his or her research.from his or her research.

The Learner’s Question: The Learner’s Question: How is Second How is Second Life being used for the study of Life being used for the study of Literature?Literature?

Example: Second Life Slide ShowExample: Second Life Slide Show

Immersed in Cellular Structure 148, 149, 34

Cellular Structure Rehearsal and Quiz

Web 2.0 OptionsWeb 2.0 Options Video & Audio (demonstrated oral competency) Video & Audio (demonstrated oral competency)

Presentations (PowerPointPresentations (PowerPoint®® variations) variations)

Student-created games or simulations Student-created games or simulations

Blogging and Micro-Blogging Posts (reflection, writing Blogging and Micro-Blogging Posts (reflection, writing for authentic audiences)for authentic audiences)

Wiki (collaborative/cooperative authorship & Wiki (collaborative/cooperative authorship & tracking)tracking)

Social Bookmarks (annotated websites)Social Bookmarks (annotated websites)

Photography (graphics-based)Photography (graphics-based)

Mash-up (synthesizing w/ multimedia)Mash-up (synthesizing w/ multimedia)

This presentation explores these examples:This presentation explores these examples:

Letting Them Show What They Letting Them Show What They Know: Know:

Tech Tools for AssessmentTech Tools for Assessment

http://www.slideshare.net/lisamariejohnson/http://www.slideshare.net/lisamariejohnson/letting-them-show-what-they-know-tech-tools-for-assessment letting-them-show-what-they-know-tech-tools-for-assessment

Bloom’s for Digital Bloom’s for Digital AssessmentAssessment

►A rich resource for using Bloom’s with A rich resource for using Bloom’s with Web 2.0, including rubrics for Web 2.0, including rubrics for activities: activities: http://edorigami.wikispaces.com/Bloohttp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomym%27s+Digital+Taxonomy

Your Examples?Your Examples?

Brainstorm!

SourcesSources Angelo, T. A. (1991). Ten Easy Pieces: Assessing Higher Learning in Four Dimensions. Angelo, T. A. (1991). Ten Easy Pieces: Assessing Higher Learning in Four Dimensions.

New Directions for Teaching and LearningNew Directions for Teaching and Learning, 46, 18-20. Retrieved on March 23, 2009 from , 46, 18-20. Retrieved on March 23, 2009 from http://www.uky.edu/Assessment/Docs/Dimensions.dochttp://www.uky.edu/Assessment/Docs/Dimensions.doc

Bedard-Voorhees, A., & Johnson, L. M. (2008, March). Letting them show what they know: Bedard-Voorhees, A., & Johnson, L. M. (2008, March). Letting them show what they know: Tech tools for assessment. Presented at the 2008 League for Innovations in the Tech tools for assessment. Presented at the 2008 League for Innovations in the Community College Conference, Denver, CO. Available March 2009, from: Community College Conference, Denver, CO. Available March 2009, from: http://www.slideshare.net/lisamariejohnson/letting-them-show-what-they-know-tech-http://www.slideshare.net/lisamariejohnson/letting-them-show-what-they-know-tech-tools-for-assessment tools-for-assessment

Bedard-Voorhees, A., Johnson, L., and Dobson, P. (in press 2009). Chapter 8: Preparing Bedard-Voorhees, A., Johnson, L., and Dobson, P. (in press 2009). Chapter 8: Preparing learners for authentic displays of learning. (learners for authentic displays of learning. (In Online Education and the Humanities. In Online Education and the Humanities. Armonk, NY: M.E. Sharpe, Inc.Armonk, NY: M.E. Sharpe, Inc.

Chickering, A., and Gamson, Z. (1987) Chickering, A., and Gamson, Z. (1987) Seven principles of good practice in Seven principles of good practice in undergraduate educationundergraduate education. Retrieved on March 20, 2009, from . Retrieved on March 20, 2009, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm7princip.htm

Churches, A. (2009). Bloom’s digital taxonomy. Retrieved on March 20, 2009, from Churches, A. (2009). Bloom’s digital taxonomy. Retrieved on March 20, 2009, from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomyhttp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Weimer, M. (2002). Weimer, M. (2002). Learner-centered teaching. Learner-centered teaching. San Francisco: Jossey-Bass.

Contact InformationContact Information

Alice Bedard-VoorheesAlice Bedard-Voorhees avoorhees@coloradomtn.eduavoorhees@coloradomtn.edu

Karen KaemmerlingKaren Kaemmerling Karen.kaemmerling@cccs.eduKaren.kaemmerling@cccs.edu