Practical4 assessment
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The document outlines the Summer Graduate Teaching Scholars (SGTS) program, focusing on effective assessment strategies in teaching. It emphasizes the importance of goal-directed practice and targeted feedback in enhancing student learning and outlines methods for creating effective assessment questions and rubrics. Additionally, it references resources that support these educational practices.
![Vocabulary check: assessment
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)
3
SGTS Theory Stream - collegeclassroom.ucsd.edu
summative assessment formative assessment](https://image.slidesharecdn.com/practical4assessment-130529164520-phpapp01/85/Practical4-assessment-3-320.jpg)
![Feedback and Practice that Enhance Learning
5
How Learning Works: Goal-directed practice coupled
with targeted feedback are critical to learning.
[G]oals 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)
[T]argeted 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)SGTS Theory Stream - collegeclassroom.ucsd.edu](https://image.slidesharecdn.com/practical4assessment-130529164520-phpapp01/85/Practical4-assessment-5-320.jpg)
![Rubrics
12
support growth mindsets
shows the path to improvement
goal-directed
[G]oals 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
[T]argeted 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.
SGTS Theory Stream - collegeclassroom.ucsd.edu](https://image.slidesharecdn.com/practical4assessment-130529164520-phpapp01/85/Practical4-assessment-12-320.jpg)
Practical4 assessment
- 1. Summer Graduate Teaching Scholars May 22 and 24, 2013 Practical 4: Assessment
- 2. Scholarly approach to teaching: SGTS Practical Stream - collegeclassroom.ucsd.edu 2 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes (goals, objectives) assessment
- 3. Vocabulary check: assessment 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) 3 SGTS Theory Stream - collegeclassroom.ucsd.edu summative assessment formative assessment
- 4. Feedback and Practice that Enhance Learning 4 How Learning Works: Goal-directed practice coupled with targeted feedback are critical to learning. SGTS Theory Stream - collegeclassroom.ucsd.edu Images: Excellent Shot by Varsity Life on flickr CC Music by Piulet on flickr CC
- 5. Feedback and Practice that Enhance Learning 5 How Learning Works: Goal-directed practice coupled with targeted feedback are critical to learning. [G]oals 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) [T]argeted 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)SGTS Theory Stream - collegeclassroom.ucsd.edu
- 6. Assessment Strategies… SGTS Theory Stream - collegeclassroom.ucsd.edu 6 addressing the need for goal-directed practice addressing the need for targeted feedback Work on the How Learning Works hand-out, thinking about what you’ve experienced or what you aspire to do in your course.
- 7. SGTS Practical Stream - collegeclassroom.ucsd.edu 7
- 8. Your turn SGTS Practical Stream - collegeclassroom.ucsd.edu 8 1. Write an assessment question for your course based on the learning outcome(s) you’ve drafted. It doesn’t have to be a summative, exam question.
- 9. Your turn SGTS Practical Stream - collegeclassroom.ucsd.edu 9 1. Write an assessment question for your course based on the learning outcome(s) you’ve drafted. 2. Create a marking scheme for your question. rubric
- 10. SGTS Theory Stream - collegeclassroom.ucsd.edu 10
- 11. SGTS Theory Stream - collegeclassroom.ucsd.edu Robert Talbert tinyurl.com/RobertTalbertRubric Mathematics Poster and Presentation Rubric
- 12. Rubrics 12 support growth mindsets shows the path to improvement goal-directed [G]oals 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 [T]argeted 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. SGTS Theory Stream - collegeclassroom.ucsd.edu
- 13. Your turn SGTS Practical Stream - collegeclassroom.ucsd.edu 13 1. Write an assessment question for your course based on the learning outcome(s) you’ve drafted. 2. Create a rubric for your question.
- 14. Resources SGTS Practical Stream - collegeclassroom.ucsd.edu 14 1. Carl Wieman Science Education Initiative cwsei.ubc.ca 2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 3. Talbert, R. Getting students involved with linear algebra through poster projects. Retrieved May 9, 2013, from http://chronicle.com/blognetwork/castingoutnines/2013/04 /25/getting-students-involved-with-linear-algebra-through- poster-projects/