Assessment workshop
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The document summarizes a faculty assessment workshop that provides guidance on conducting course assessments using backwards design principles. It recommends that faculty [1] list all course learning outcomes and assessments, [2] rank assessments by perceived and actual difficulty based on grade data, [3] examine differences between perceptions and evidence, and [4] use assessment results to strengthen areas where students struggle most. The workshop also covers formative and summative assessment, psychometrics, using multiple measures, and aligning outcomes, content and activities through backwards design mapping.
Assessment workshop
- 1. Faculty Assessment Workshop David Wiley Kim Thanos Ronda Neugebauer
- 2. Course Assessment Listing • Create a new Google Doc/Word Doc • List all course learning outcomes • List all course assessments - anything graded • Be as brief as you like - this working document is only for you 2
- 3. Estimated Difficulty of Assessments • Copy assessment listing and paste above original list • Without looking at the grade book, rank assessments: – Top = assessments you think students struggle with the most – Bottom = assessments you think students struggle with the least 3
- 4. Grade Book Results • Copy assessment listing and paste above estimated difficulty of assessments list • Access grade book • Rank assessments: – Top = assessments with grades indicating students struggled with the most – Bottom = assessments with grades students struggled with the least 4
- 5. Assessment List Comparison • Compare the two lists you ranked • Are there any differences in what you perceived versus what the grades suggest? • Does anything surprise you about the differences? 5
- 6. Perception vs. Evidence • How does our perception of what was most difficult compare to the grades indicating what was most difficult? • Attending to the data helps us to develop meaningful feedback to improve our courses • The evidence is often quite different from what we perceive 6
- 7. Psychometrics • We can’t open our students’ brains to see what they know, but we can give them opportunities to tell us what they know • Assessment results yield both signal and noise • Rather than give one big assessment, use multiple measures to tease out the signal from the noise 7
- 8. The Pixel Analogy • Why are multiple measures of assessment important? • http://www.pcworld.com/article/2027906/chrom ebook-pixel-the-google-pc-weve-been-waiting- for-.html • Think of multiple measures of assessment like the pixels that make up the entire digital picture. Aim to see the whole picture of the student, instead of just a few pixels. 8
- 9. Multiple Measures of Assessment Formative Examples Assists in modifying teaching and • Muddiest Point learning activities for student success • Minute Paper • Concept Test Typically involves qualitative • Directed Paraphrase feedback (rather than scores) for both students and teacher • RSQC2 – Recall, Summarize, focusing on details of content and Question, Comment, Connect performance • Transfer and apply • Anecdotal Records Assessment FOR learning http://www.venturacollege.edu/assets/pdf/president_office/types_of_me http://en.wikipedia.org/wiki/Formative_assessment asurements.pdf 9
- 10. Multiple Measures of Assessment Summative Examples Refers to evaluation of learning • Unit Exams and summarizes development of • Portfolios learners after a period of time. • Discussions • Case Studies Seeks to monitor educational • Reflective Essay outcomes often for purposes of accountability • Standardize Test • Exit Interview Assessment OF learning • Capstone Project http://www.venturacollege.edu/assets/pdf/president_office/types http://en.wikipedia.org/wiki/Summative_assessment _of_measurements.pdf 10
- 11. Backwards Design Application Start with Outcomes – Identify Course Learning Outcomes (≈3-5) – Identify Module Learning Outcomes (≈15-40) Connect content & activities – Identify student learning activities (≈1-3 per MLO) 11
- 12. Backwards Design Application Course Learning Outcomes CLO what students know by the end of the course MLO Module Learning Outcomes what students know by the end of the module LA Learning Activities opportunities for students to demonstrate knowledge 12
- 13. Backwards Design Application Align Course Learning Outcomes, Module Learning Outcomes, and Learning Activities MLO LA MLO LA MLO LA CLO CLO LA LA LA LA MLO MLO MLO LA CLO MLO MLO MLO LA 13
- 14. Backwards Design Application Mapping is a quality issue & assists in peer review. If we cannot connect, there is no way to improve the course. MLO LA LA LA CLO MLO LA This area needs work. MLO LA LA LA 14
- 15. Backwards Design Application • Back in doc, copy and paste outcomes to assessments • Look for imbalances with outcomes that aren’t met based on grade evidence • Choose 4-5 outcomes that students struggle with most • Strengthen those areas of the course instead of improving the whole course • Use Advanced Google Search to identify OER content 15
- 16. Backwards Design Application • Which areas of the course need improving? • How do you know? • What might you do to achieve this? Using data to drive decision-making helps improve the course overtime Empirically, you know where students are struggling and how best to improve the course 16
- 17. Instructure’s Demo – Speedgrader – Communication Settings – Orientation Module with Canvas Videos – Analytics: Class, Individual Student – Import Content Access your course invitation via your email David’s Building Open Course Frameworks https://lumen.instructure.com/courses/33165 17