Course embedded assessment using goals, alignments and reporting
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The document discusses a workshop on course-embedded assessment. The objectives are to describe course-embedded assessment, identify how goals, alignments and reporting enable it, and identify strategies for getting started. Course-embedded assessment involves collecting data on student learning from classroom activities. Aligning goals to course content and using course-level reports allows assessment of student learning and coverage of goals. The workshop covers adding goals in the learning system, designing a goal-content map, and aligning goals to different content items to facilitate course-embedded assessment.
Course embedded assessment using goals, alignments and reporting
- 2. 2 Workshop Objectives By the end of the workshop, participants will be able to: Describe course-embedded assessment. Identify how goals, alignments, and reporting at the course-level enable course-embedded assessment. Identify strategies for getting started with course-level assessment.
- 3. 3 Workshop Objectives By the end of the workshop, participants will be able to: Discuss how goals are added to the Blackboard Learn System. Design a content item/goal alignments map. Recognize which types of content items may be aligned with goals.
- 4. 4 Workshop Objectives By the end of the workshop, participants will be able to: Align goals to content items. Identify which course-level reports supply course-level analytics for student learning/goal coverage.
- 5. 5 1. Course-embedded assessment 2. Strategies for getting started 3. Align goals to content items 4. Classroom Assessment Techniques 5. Course-level reports Roadmap
- 6. 66
- 7. 77 Collection of data about what and how students are learning, using activities that take place within a classroom environment Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19. Course-Embedded Assessment
- 8. 88 Data collection time reduced Motivate students Timely feedback Provide instructors with feedback on instructional strategies and course design Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19. Course-Embedded Assessment
- 9. 9 Step 1: Planning Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 10. 1010 lassroom ssessment echniques Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 11. 1111 The Muddiest Point The One-Sentence Summary Directed Paraphrasing Application Cards The Minute Paper Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 12. 12 Step 2: Implementing Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 13. 13 Step 3: Responding Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 14. 1414 2. Focus on an assessable goal 3. Plan classroom assessment project 4. Teach target lesson 5. Collect feedback data 6. Analyze feedback data 7. Interpret the results 8. Communicate results 9. Evaluate the project’s effect(s) 1. Choose one class Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 15. 15 Teaching aims Motivation Good instructional practice Shared vocabulary Network Advantages of Starting with Goals Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 16. 16 Complex Time-consuming Overwhelming Difficult Broad Disadvantages of Starting with Goals Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 17. 17 Systems administrator turns on Goals tool and imports or creates goals. Instructors align course content to one or multiple goals. Align Goals to Content Items
- 18. 18 Discussion Boards Learning Modules Lesson plans Folders Blogs Journals Tests Individual test questions Assignments Grade Center columns Align Goals to Content Items
- 19. 19 Align Goals to Content Items
- 20. 20 Align Goals to Content Items
- 21. 21 Align Goals to Content Items
- 22. 22 Align Goals to Content Items
- 23. 23 Align Goals to Content Items
- 24. 24 Align Goals to Content Items
- 25. 25
- 26. 26 Align Goals to Content Items
- 27. 27 Align Goals to Content Items
- 28. 28 Course Name: Goal/Standard/Competency: Learning Objective(s): Learning Activities: Assessments: Performance Results: Immediate Action Taken: Future Action Taken: Goal Alignments Map Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
- 29. 29
- 30. 30 Start with assessable goals. Focus on alterable variables. Build in success. Start small. Get students actively involved. Ten Guidelines for Success Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 31. 31 Set limits on the time and effort you will invest. Be flexible and willing to change. Work with other instructors who share your interests. Ten Guidelines for Success Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 32. 32 Remember that the students must first learn to give useful feedback—and then must practice doing so. Enjoy experimentation and risk-taking, not just success. Ten Guidelines for Success Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 33. 33 Application Cards Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 35. 35
- 36. 36
- 37. 37
- 38. 38
- 39. 39 1. Course-embedded assessment 2. Strategies for getting started 3. Align goals to content items 4. Classroom Assessment Techniques 5. Course-level reports Roadmap
- 40. 40 Muddiest Point Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
- 41. 41 Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching- learning process. Issues in Accounting Education, 20(1), 1-19. References
Editor's Notes
- #2: 4 minutesWelcome participants. Distribute Participant’s Guide.
- #10: Less than 1 minuteInstructor selects one class (s)he knows well and is comfortable with. In addition, the students are succeeding and satisfied.
- #13: 2 minutes3. It is best if instructors explain the following points to the students before using a CAT:Students’ learning will be assessed in order to help them improveThe responses will be anonymousThe responses will not be gradedTell students how much time they have to complete the assessmentInstructors should collect the responses and analyze them as soon as possible.Provide brief feedback to students. Tips for Analyzing ResponsesMuddiest Point and Minute Paper: Sort by responses by common answers or common questions.Directed Paraphrasing, One-Sentence Summary and Application Cards:Sort into three piles (1) correct/complete(2) somewhat correct/complete(3) incorrect/incompleteCount the number or responses in each pile; Convert into percentages.Note particularly revealing or thoughtful responses among the on-target and off-target groups.
- #14: 1 minuteInstructors select a way to report the findings to the class.a. Report percentages and review points.b. Provide students with a handout to review points. 7. Instructors inform students of adjustments, if any, he or she is making in teaching as a result of the data.8. Instructors inform students of adjustments they could make in their behavior in order to improve learning.
- #36: Less than 1 minute
- #37: Less than 1 minute
- #38: Less than 1 minuteDescribe the features of a Course Coverage Report (slides 37-38).
- #39: Less than 1 minute