Assessments

Angela Durant-TysonDeAnn GatlinRana McVay

Assessment vs. Objectives

Standards for Course Objectives

Course Objectives Write measurable course and module learning objectives that – are written from the student perspective– describe precisely what the student will gain

from instruction – guide the instructor to accurately assess

student accomplishment.– are consistent

An Effective Learning Objective

Formative/Summative Assessments

Formative• Interactive, to “form” learning• Provides feedback• Begins immediately and continues throughout learning• Can be formal or informal

Summative• At the end of a learning episode• Teachers use data to modify and improve instruction• Gives students a clear picture of what they have learned

Assessment Tools

Formative• Journals• Plans• Checklists• Homework• Questions and

Checks for Understanding

• Peer Review and Feedback

Summative• Test• Performance• Product• Project• Simulation

Assessment and Measurement

• The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

• The course grading policy is stated clearly.

• Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.

• The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.

• Students have multiple opportunities to measure their own learning progress.

Learning Activities

• The learning activities promote the achievement of the stated learning objectives.

• Learning activities provide opportunities for interaction that support active learning.

• The instructor’s plan for classroom response time and feedback on assignments is clearly stated.

• The requirements for student interaction are clearly articulated.

Rubrics

What is a rubric? Why are rubrics important?• An instructional rubric

describes varying levels of quality for a specific performance

• Communicates expectations of quality

• Gives students specific feedback

• Includes the detail needed for complex work or performance

• Provides justification for final score

• Reflect the most significant elements related to success in a learning task.

• Enable students and teachers to accurately and consistently identify the level of competency or stage of development.

• Help teachers grade students' work more accurately and fairly.

• Encourage students' self-evaluation and higher expectations.

• Are shared with students prior to beginning the task so they know the characteristics of quality work.

What Characteristics are Reflected in a Good Rubric?

Sample Scoring Rubric for Open Response Items

Level Description

4 Student gives correct answers for all parts of the question. All explanations are clear and complete. There is evidence of clear understanding of the concept.

3 Student gives correct answers for all parts of the question. Explanations are correct, but possibly unclear. There is less evidence of clear understanding.

2 Student answers only some parts of the question completely correct. There is some evidence of understanding.

1 Student gives only parts of correct answers. There is little evidence of understanding.

0 Response is totally incorrect or irrelevant (does not add any new information to the question).

Tools and Media

• The tools and media support the course learning objectives.

• Course tools and media support student engagement and guide the student to become an active learner.

• Students can readily access the technologies required in the course.

• The course technologies are current.

Summary

Q & A Session

Any Questions?