Aligning Assessment with Learning Outcomes J Patte

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Information about Aligning Assessment with Learning Outcomes J Patte
Education

Published on February 19, 2008

Author: Sharck

Source: authorstream.com

Aligning Assessment with Learning Outcomes:  Aligning Assessment with Learning Outcomes CCSJ Faculty Workshop 11/28/07 Joi F. Patterson, PhD Goal:  Goal To use assessments effectively to ensure that all students are meeting the course objectives Review :  Review Behavior Objective - Overall end objective (end of course or end of unit or end of chapter….). like Map Quest Learning Objectives - Objective for specific day or subtopic which are aligned to Bloom’s taxonomy. like Landmarks Mapquest Assessments :  Assessments Tools for collecting information Variety of Assessments Value that students learn different Quantity of Assessments Fairness/Reliability Quality of Assessments: Written according to best practice (see handout) Classes and Examples of Assessments :  Classes and Examples of Assessments Formative Assessments – On-going Assessments Homework Surveys Quiz Test Synthesis Papers Reports Essays Discussions Worksheets Reflections Classes and Examples of Assessments :  Classes and Examples of Assessments Summative Assessments - End Assessment (End of Behavior Objective) Projects Test Research Paper Position Paper Rubrics (objective tool for assessing at formative or summative level) Assessments aligned to learning objectives:  Assessments aligned to learning objectives Bloom's Taxonomy provides a useful structure in which to categorize test questions when assessing student learning. The table below describes skills demonstrated for each level of thinking according to Bloom as well as question cues that can be used to elicit student responses within that level. The same content information can be assessed at different levels of cognition. Knowledge :  Knowledge observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Comprehension :  Comprehension understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Application :  Application use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Analysis :  Analysis seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis :  Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite Evaluation :  Evaluation compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize Sample Test Questions - Six Levels of Learning :  Sample Test Questions - Six Levels of Learning Test questions should be designed to evaluate your students' ability to think at any of the six different levels of abstraction as described by Bloom, and often the same content information can be assessed at different levels of cognition. For example, in a unit on Kin Relationships in an introductory Anthropology course, compare the level of knowledge necessary to answer the following questions: Knowledge Questions (simple recall):  Knowledge Questions (simple recall) 1. A society where daughters are expected to remain in their parents' household and the sons move in with their wives is called: a. a bilateral society b. a matrilocal society c. a matriarchal society d. a neolocal society 2. A group of relatives by marriage constitute: a. a conjugal family b. an extended family c. a nuclear family d. none of the above 3. People who are related by blood are kin. (True or False?) Comprehension Questions: (shows understanding):  Comprehension Questions: (shows understanding) 1. Describe the major differences among patrilineal, matrilineal, and bilateral societies. 2. Define: a. extended family b. nuclear family Application Questions: (use the information in a new context):  Application Questions: (use the information in a new context) Sammy's parents had a party for him on his fifth birthday. They invited both sets of grandparents, and Sammy's father's brother and his children. This is called a gathering of: a. a consanguine family b. a conjugal family c. an egalitarian family d. a patriarchal family Analysis Questions: (connecting patterns, identifying hidden meanings) :  Analysis Questions: (connecting patterns, identifying hidden meanings) 1. Explain the patrilocal society in terms of lineage and dominance of the sexes. 2. Explain the term conjugal families, by making reference to the different types of societies to which they could belong. 3. Kin can be best analyzed by examining: a. the society to which they belong b. their pattern of descent c. their form of family organization d. the type of family unit to which they belong Synthesis Questions: (relate knowledge from several areas):  Synthesis Questions: (relate knowledge from several areas) 1. Explain why it is likely that a matriarchal family system would be found in a matrilocal or matrilineal society 2. Which one of these combinations of society descriptions is unlikely to exist within one society: a. neolocal, egalitarian, nuclear b. patrilocal, patrilineal, patrilocal c. bilateral, egalitarian, nuclear d. extended family, conjugal family, kin Evaluation Questions: (assess value of theories) :  Evaluation Questions: (assess value of theories) 1. Describe the economic consequence of a neolocal society. Support your description with information you have learned from this course.

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