Designing Authentic, Quality Assessments

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Information about Designing Authentic, Quality Assessments
Education

Published on April 22, 2014

Author: andella

Source: slideshare.net

Description

Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.

Office of Learning &Technology Purdue University North Central

 We will cover:  Levels of assessment in our courses  Formative vs. summative learning assessment  The meaning behind “authentic assessment”  Using technology to enhance our ability to assess effectively

 Accomplishment of learning objectives  Quality of interaction or project work (measured with rubrics)  Knowledge (measured with tests and exams)  Knowledge application (measured with essay or advanced-level tests)  Experience with technology  Course  Instructor

FORMATIVE  Helps you get a handle on how the course and/or students are doing at any given point  Gives you a chance to correct something if it’s not going as planned SUMMATIVE  Usually done at the end of a unit or course  Provides a final look at how things went  Determines whether students “pass” or have attained the necessary skills to move on

 Unfortunately, human nature is such that we will typically only do what we have to  Only students that are intrinsically motivated will tend to go beyond  Experience and research shows that most students tend toward extrinsic motivation and perform best when:  A grade is involved  Completion of a major course requirement is contingent on participation

 When students have a chance to reflect on themselves as learners, they may be more inclined to grow and achieve more  Try one of these surveys in class or as an assignment/discussion and see the reaction  Felder’s Index of Learning Styles: http://www.engr.ncsu.edu/learningstyles/ilsweb.html  Biggs’ Study Process Questionnaire: http://www.johnbiggs.com.au/academic/students- approaches-to-learning/

 There are many schools of thought on how learning assessment should be done  Kirkpatrick’s Four Levels model is one of the more popular models used in business but can also apply to education

 Level One: Reaction  How did the learners feel about the course?  Typically done in course evaluations but don’t have to end there  LevelTwo: Learning  How well did students learn?  LevelThree:Transfer  How much can they use what they learned in other classes or on the job?  Level Four: Impact  How does your course impact the program, department, university?

 Allows for reflection on the course delivery and what learners take away  Provides student perspective on how course is going  Examples:  Midterm or periodic course evaluations (how am I doing? surveys)  Reflective discussions or quick essays about the course

 Tells us whether students are learning and how much  For most academic courses, this is where we stop assessment - it is fairly important of course!  Examples:  Tests  Presentations  Projects  Discussions  Papers

 We often don’t have a chance to do Level Three and Four evaluation as faculty teaching courses  LevelThree can be valuable to assessing students at a program level – how are they transferring what they learned in specific classes into their program at large?  Level Four can be useful to the department for assessing a program’s strengths and weaknesses overall

 We often refer to real- world application of knowledge and skills as “authentic”  Students have the chance to use what they learn in a practical way

 Instead of a test of knowledge, try a project or paper  Instead of a case study, try having students go out into the field to find their own case  Provide a problem without a known solution and ask students to explore possibilities  Ask students to interpret concepts through presentations or multimedia creation

 Students can create and publish projects and presentations using a variety of helpful – and often free – tools  Multimedia (text + images, video, etc)  Presentation tools  Digital video and audio  E-books and blogs

 Google Docs: http://drive.google.com  Prezi: http://www.prezi.com  MS OfficeTemplates: http://office.microsoft.com/en-us/templates/  Screencast-o-matic: http://www.screencast-o- matic.com  Jing and Camtasia: http://www.techsmith.com  Wordpress: http://www.wordpress.com  SimpleBooklet: http://simplebooklet.com/index- edu.php

 Rubrics are a comprehensive way to grade projects, written work, multimedia, and other non-test assessments  When students know what you’re looking for, they’re much more likely to perform well  Use your objectives to determine what performances you’re looking for, and decide on what describes good performance vs. not so good

 https://www.uwstout.ed u/soe/profdev/rubrics.cf m  http://www.cmu.edu/tea ching/designteach/teach /rubrics.html  http://jfmueller.faculty.n octrl.edu/toolbox/examp les/authentictaskexampl es.htm

 You can grade using rubrics right within BlackBoard!  Creating and using rubrics video tutorials: https://www.youtube.com/playlist?list=PLw8 _ynm8GzogBUOpgD4PLg8Ak8t8Il44g

 Writing good learning objectives: http://ets.tlt.psu.edu/learningdesign/objectives/writingo bjectives  A great help with coming up with verbiage for your rubrics: http://rubistar.4teachers.org  Kathy Schrock’s guide for educators: http://www.schrockguide.net/authentic-learning.html  Workshop in scenario-based learning and authentic assessment examples: https://sites.google.com/site/workshopctandsblresourc esite/home

Reach us at:  pncolt@pnc.edu  Twitter and Facebook: @PNCOLT  http://www.pnc.edu/distance for all workshop notes, links, and training needs

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