Published on April 22, 2014
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: email@example.com Twitter and Facebook: @PNCOLT http://www.pnc.edu/distance for all workshop notes, links, and training needs
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