Methods of assessments
- 1. Assessment, to “Test”, evaluate or estimate the quality, the ability, and the significance
- 2. Formative assessment (Low stakes assessments) techniques monitor students learning during the learning process. Example: feedback, early and often in the semester. Summative assessment (High stakes assessment) techniques evaluate students learning at the end of instructional unit or course to measure the extent to which student achieved the desire learning.
- 10. Step 1:Learning outcomes: A good course design will ensure our students are transformed in some way. Coming up with the big ideas (or themes) for your course is the first step in designing your course. To think of the overarching ideas takes a lot of thought, and brainstorming with colleagues often helps. Big Ideas: The big ideas shape the way students think about a subject and develop skills and values related to the discipline. Example , thinking like a geographer, researcher, economist
- 11. From these big ideas emerges student understandings, which bridge the abstract to the concrete learning outcomes that describe how students will make use of the course content.
- 12. Understandings usually follow the format: "At the end of the course, students should understand that ___________." "At the end of the course, students should understand how to___________." "At the end of the course, students should understand the value of___________." For example, "Students should understand that in a free-market economy, price is a function of demand versus supply." Learning Outcomes Learning outcomes are statements that provide measurable evidence of the understanding you want students to have. Learning outcomes give you evidence to see the quality of students' knowledge, skills, and attitudes they have learned in your course, and can reflect different levels of thinking or mastery. Some may be geared at getting students to show they comprehend a concept, and others at getting them to create something new from that knowledge. Outcomes usually follow the format: “At the end of the course, students will be able to insert verb here + insert knowledge, skills, or attitudes the student is expected to develop here.” For example, “At the end of the course, students will be able to summarize the key forces affecting the rise of China as an economic power in the global market.”
- 13. Knowledge: Know (Comprehension) what is the foundational knowledge and skills that students should remember and comprehend in this course. What skills do students need to pull apart of existing knowledge to look at it critically and judge it Skill: Synthesize and create what skill do need to combine and build on existing knowledge to produce something new Attitude: Analyze and Evaluate List of verbs: Asses analyze compare contrast prioritize deconstruct classify justify infer distinguish appraise critique Compose, design, argue, solve generate, construct, develop, invent, hypothesize, formulate Explain, demonstrate, identify, recite, reproduce, recite, recognize, define, label, match, convert, translate
- 14. Step :2 (Application of Learning (How students demonstrate their learning) Application of learning Task complexity Level of thinking
- 16. Step 3: Learning Activities: Now that you have identified your desired student learning outcomes and how you will assess those, you are ready to consider: 1. What instructional strategies will be used to help students meet the learning outcome? 2. How will you use out-of-class and in-class time to ensure that students have the opportunity to meet the learning outcome? Course Design Grid: Students learning outcomes Assessment Students activities Instructor activities
- 17. Step 4: Write Your syllabus