CTD Sp14 Weekly Workshop: Assessment
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This document discusses assessment and its role in the learning process. It emphasizes that assessment should be formative, providing timely feedback to students at an appropriate level to support goal-directed and productive practice. Rubrics are highlighted as an effective assessment tool that can clarify learning goals, evaluate performance against criteria, and guide future improvement through targeted feedback. The document advocates designing all course elements, like activities and instruction, to align with learning outcomes and assessments.
![We know How People Learn
Assessment6
…and what it means for teaching [1]:
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-6-320.jpg)
![Vocabulary check: assessment
Assessment8
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
formative assessmentsummative assessment](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-8-320.jpg)
![Feedback and Practice that
Enhance Learning [2]
Assessment9
Goal-directed practice coupled with
targeted feedback are critical to learning.
Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-9-320.jpg)
![Feedback and Practice that
Enhance Learning [2]
Assessment10
Goal-directed practice coupled with
targeted feedback are critical to learning.
Goals can direct the nature of focused practice, provide the
basis for evaluating observed performance, and shape the
targeted feedback that guides students’ future efforts.
[p. 127]
Targeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance. [p. 141]](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-10-320.jpg)
![Feedback and Practice that
Enhance Learning [2]
Assessment11
Goal-directed practice coupled with
targeted feedback are critical to learning.
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-11-320.jpg)
![Aside: exploring these characteristics
Assessment12
analogy
Students come to the classroom with preconceptions
about how the world works…Teachers must draw out
and work with the preexisting understandings that their
students bring with them. (How People Learn [1])
contrasting cases
Teachers must teach some subject matter in depth,
providing many examples in which the same concept is
at work and providing a firm foundation of factual
knowledge
(How People Learn [1])](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-12-320.jpg)
![Rubrics…
Assessment22
need to be given BEFORE and BUILT INTO assignment
outline what it takes to improve: path to improvement
offer an appropriate level of challenge (defined by
the learning outcomes)
support growth mindsets (see Dweck[3])
give students opportunities to practice being
metacognitive](https://image.slidesharecdn.com/assessmentsp14weeklyworkshop-140501115047-phpapp01/85/CTD-Sp14-Weekly-Workshop-Assessment-22-320.jpg)
CTD Sp14 Weekly Workshop: Assessment
- 1. on target by hans_s on flickr CC-BY-ND What do you notice? What do you wonder? Assessment 1
- 2. CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, April 30, 2014 12:00 – 12:50 pm Center Hall, Rm 316
- 3. Scholarly approach to teaching: Assessment3 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes
- 4. Learning outcomes… Assessment4 clarify to the students and to the instructors the what it means to “understand” each concept are statements that complete the sentence, “By this end of this lesson/unit/course, you will be able to…” begins with an action verb, typically chosen by the cognitive Bloom’s Level of the outcome (remember, comprehend, apply, analyze, evaluate, create)
- 5. Scholarly approach to teaching: Assessment5 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes how people learn, alt to lecture
- 6. We know How People Learn Assessment6 …and what it means for teaching [1]: 1. Teachers must draw out and work with the pre- existing understanding that their students bring with them. Classrooms must be learner centered. 2. Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge. 3. The teaching of metacognitive (“thinking about thinking”) skills should be integrated into the curriculum in a variety of subject areas.
- 7. Scholarly approach to teaching: Assessment7 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes assessment how people learn, alt to lecture
- 8. Vocabulary check: assessment Assessment8 is that which gives a final judgment of evaluation of proficiency, such as grades or scores. (How Learning Works, p. 139) explicitly communicates to students about some specific aspects of their performance relative to specific target criteria, and … provides information that helps students progress toward meeting those criteria…[It] informs students’ subsequent learning. (How Learning Works, p. 139) formative assessmentsummative assessment
- 9. Feedback and Practice that Enhance Learning [2] Assessment9 Goal-directed practice coupled with targeted feedback are critical to learning. Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
- 10. Feedback and Practice that Enhance Learning [2] Assessment10 Goal-directed practice coupled with targeted feedback are critical to learning. Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. [p. 127] Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. [p. 141]
- 11. Feedback and Practice that Enhance Learning [2] Assessment11 Goal-directed practice coupled with targeted feedback are critical to learning. practice is goal-directed productive practice timely feedback feedback at appropriate level
- 12. Aside: exploring these characteristics Assessment12 analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1]) contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])
- 13. Scenarios Assessment13 feedback at appropriate level feedback not at appropriate level productive practice unproductive practice practice is goal-directed practice not goal-directed timely feedback untimely feedback In a moment but not yet, find 2-3 others with the same colored sheet as you. Together, think of examples/scenarios of both cases, in sports/hobbies and in teaching and learning.
- 14. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobbyteachingandlearning Assessment 14
- 15. Productive Practice Unproductive Practicesport/hobbyteachingandlearning Assessment 15
- 16. Practice Goal-directed Practice not Goal-directedsport/hobbyteachingandlearning Assessment 16
- 17. Timely Feedback Untimely Feedbacksport/hobbyteachingandlearning Assessment 17
- 18. What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice? Assessment18
- 19. Assessment 19
- 20. Assessment Robert Talbert tinyurl.com/RobertTalbertRubric Poster and Presentation Grading Rubric 20
- 21. Rubrics… Assessment21 goal-directed Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. targeted feedback Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.
- 22. Rubrics… Assessment22 need to be given BEFORE and BUILT INTO assignment outline what it takes to improve: path to improvement offer an appropriate level of challenge (defined by the learning outcomes) support growth mindsets (see Dweck[3]) give students opportunities to practice being metacognitive
- 23. Take Away: Assessment23 Design each activity, each class, and your entire course by aligning and synchronizing the learning outcomes, instructional activities, and assessments (both formative and summative.) What should students learn? What are students learning? What instructional approaches help students learn?
- 24. CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, April 30, 2014 12:00 – 12:50 pm Center Hall, Rm 316 May 7 Peer Instruction 1: Writing Good Peer Instruction (“Clicker”) Questions May 14 Peer Instruction 2: Best Practices for Running Peer Instruction with Clickers
- 25. References Assessment25 1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 3. Dweck, C. (2007). The Secret to Raising Smart Kids. Sci Am 18, 6, 36-43.