Grading service learning.rev4.2011

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This workshop presentation explains the fundamentals of grading service-learning assignments.

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Grading service learning.rev4.2011

  1. 1. Assessing Service-Learning<br />Deena Sue Fuller<br />Tennessee State University<br />Adapted from a presentation by <br />Brenda Marsteller Kowalewski<br /> at Weber State<br />
  2. 2. Two Kinds of Assessment<br />Grading of <br />Student Learning <br />in each SL Course<br />Overall Assessment of SL Processes, Activities, and Outcomes<br />2<br />
  3. 3. Overall Assessment of SL Processes, Activities, and Outcomes(Description of the process we use at TSU)<br />3<br />
  4. 4. GRADING Assessing the Learning in Service-LearningWhy and How<br />4<br />
  5. 5. Presentation Topics<br />Purpose of Grading/Assessment<br />Connecting to course objectives<br />What is actually being graded?<br />How are these assignments graded?<br />Determining the weight of the service-learning project<br />5<br />
  6. 6. Purpose of Grading/Assessment<br />To provide faculty with a measure of what was learned.<br />To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how.<br />Formative feedback on service-learning reflections can greatly enhance learning<br />6<br />
  7. 7. Connecting to Course Objectives<br />Grading is the act of measuring student learning outcomes.<br />Student learning outcomes are derived from course objectives.<br />Worksheet on five general academic learning goal categories in which service-learning can enhance academic learning.<br />7<br />
  8. 8. Establishing Academic Learning Objectives<br />Course-Specific Academic Learning<br />Understanding specific course concepts and skills<br />Generic Academic Learning<br />Critical thinking skills<br />Learning How to Learn<br />Learning how to apply academic knowledge in the real world<br />Community Learning<br />Learning about a particular social issue<br />Inter- and Intra-Personal Learning<br />Learning how to work collaboratively with others<br />8<br />
  9. 9. What is Actually Being Graded? <br />NOT the service. The learning.<br />How do you know students are learning?<br />What activities in the classroom will enable students to meet academic learning objectives?<br />What assignments outside of the class will enable students to meet academic learning objectives?<br />9<br />
  10. 10. Activities in the Classroom<br />Large and small group discussions<br />One-minute reflection papers<br />Poetry and metaphors<br />Presentations<br />Collage<br />On the Fence, Off the Fence<br />Take a Stand<br />Others?<br />10<br />
  11. 11. Assignments Outside the Class<br /><ul><li>Integrative papers
  12. 12. Structured journals
  13. 13. Reflective interviews
  14. 14. Scrapbook or collage
  15. 15. Video or Photography
  16. 16. Portfolios
  17. 17. Case Studies
  18. 18. Participation and performance at the service site
  19. 19. Progress toward project completion
  20. 20. Tangible outcomes for the community
  21. 21. Others?</li></ul>11<br />
  22. 22. How are these Assignments Graded?<br />Literature on assessment lacks best practices for grading service-learning projects.<br />Assessment literature – assessing impact of service-learning on students based on their self evaluation.<br />Sample scoring rubrics are in your notebooks<br />12<br />
  23. 23. What is a Scoring Rubric???<br />Rubrics are rating scales that are specifically used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work --- projects, reflection papers, participation in a task, portfolios, etc. <br />13<br />
  24. 24. How are the SL Assignments Graded?<br /><ul><li>Plan ahead and incorporate SL criteria into your syllabus so students will know what is expected
  25. 25. The more structure provided in the assignment, whether it be in class or out of class, the better.
  26. 26. Gives you the ability to evaluate first if they addressed what was assigned.
  27. 27. Then you can evaluate the quality of the response to the assigned question.
  28. 28. Look at the sample Rubrics </li></ul>14<br />
  29. 29. How are these Assignments Graded? SCORING RUBRICS<br />Useful in grading journals or portfolios (two very popular assessment strategies in service-learning)<br />Some very general – see Sample Rubrics (in notebook)<br />Some very specific – look up Moskal on the web<br />There is no magic rubric. Design your own to fit your specific learning objectives and service-learning project.<br />15<br />
  30. 30. How are these Assignments Graded?<br />Site Supervisor Evaluation<br />Faculty aren’t always in the field on site to observe students when they are actually engaging in service.<br />See example in packet for helping your community partners to participate in the supervision/evaluation<br />Student Self Evaluation<br />Gives the faculty member insight into how the students would rate themselves in the project.<br />See example in packet<br />16<br />
  31. 31. Other questions about grading<br />Do all assignments have to be graded?<br />Not necessarily.<br />You could just give points for participation in the in-class reflection exercises or for turning in the weekly reflection papers.<br />Do we grade the level of participation in the assignments?<br />Sometimes --- evaluated on a scale or again, using a rubric.<br />Participation in class or small group discussion<br />Do we grade the level of participation in the service project?<br />What if a student does not complete the required number of hours?<br />Could reject all service-learning assignments because hours were not fulfilled.<br />Could adjust the scores on completed s-l assignments to reflect the percentage of hours completed.<br />17<br />
  32. 32. Determining the Weight of the Service-Learning Project<br />What percentage of the course objectives are being taught via the service-learning assignment?<br />What assignments teach these objectives?<br />Weight accordingly<br />What percentage of the course objectives are being taught via other teaching strategies?<br />What assignments teach these objectives?<br />Weight accordingly<br />18<br />
  33. 33. Examples <br />Rubrics can be very simple<br />Set up point systems to reinforce /reward <br /><ul><li>Growth
  34. 34. Progress on a task
  35. 35. Depth of critical thinking
  36. 36. Collaboration
  37. 37. Problem solving
  38. 38. Understanding other’s perspectives
  39. 39. etc.</li></ul>19<br />
  40. 40. ABC 123 Method<br />Students sometimes need to be taught how to reflect and this helps them understand <br />Can be used with oral or written reflection<br />
  41. 41. ABCs<br />A = Affect: attitudes, emotions, feelings<br />B = Behavior: past, current, or future behaviors<br />C = Cognitive Connections: thoughts and overt reference to topic, term, skill <br />
  42. 42. A “Relevant” Example…<br />As a group…we’ve been studying about grading service-learning.<br />Cognitive – What have you learned about grading? What are key components?<br />Affect – How do you feel about what you’ve learned? Why? How do you feel about your use of rubrics?<br />Behavior – Describe how you will integrate specific grading techniques into your course and how this will change the way you teach and evaluate.<br />
  43. 43. Assigning Points – Simple Way<br />Dichotomous scoring<br /><ul><li>1 pt for each of the ABC responses
  44. 44. 0 pt for each one missing</li></li></ul><li>Assigning Points – Another More Complex Approach<br /><ul><li>Adding points for increased depth of responses!
  45. 45. Students may “freak” at getting a grade for reflection, based on past experiences of “shooting the bull”
  46. 46. 3 pts – Affect
  47. 47. 3 pts – Behavior
  48. 48. 4 pts – Cognitive content
  49. 49. See next slide for more…</li></li></ul><li>Assigning Points – Based on Quality or Depth Criteria<br /><ul><li>Level 1 = cursory discussion without elaboration of “why” or “how”
  50. 50. Level 2 = deeper observation but still limited in context or application
  51. 51. Level 3 = complex application, understanding & articulation
  52. 52. Qualitative points
  53. 53. 3 pts for rich/in-depth response
  54. 54. 2 pts for marginal response
  55. 55. 1 pt for cursory response
  56. 56. 0 pt for no discussion</li></li></ul><li>ABC as Feedback<br /><ul><li>Teacher’s comments acknowledge student comments
  57. 57. Note little to nothing articulated
  58. 58. Explain why points were lost
  59. 59. Encourage student to respond to all 3 components of the ABC & re-submit (adjust grade)</li></li></ul><li>Explicitly teach the ABC – students do not intuitively know how to reflect in these dimensions<br />Consider providing a sample (pros/cons)<br />Cognitive responses help determine students’ understanding of critical concepts<br />Over time, we’ve discovered the ABCs are a teaching tool as well as a learning tool<br />
  60. 60. Shifting Gears a Bit<br />This next approach is NOT an evaluation or “grading” method<br />This next approach CAN be used to assess & monitor depth of students’ reflection<br />This next approach CAN provide an additional framework to guide reflection<br />At the risk of confusing you…Forget everything we just discussed in terms of “point values”<br />
  61. 61. ABC123<br />Level One = self-centered perspective<br />Level Two = empathic or “other-ness” perspective<br />
  62. 62. “I never really understood the frustration of a single mom of color until I had this service-learning experience.”<br />A reference to another individual is not necessarily an empathic statement <br /><ul><li> “I read with the student in the classroom” is not an empathic statement.</li></li></ul><li>ABC123<br />Level One = self-centered perspective<br />Level Two = empathic or “other-ness” perspective<br />Level Three = global or systemic perspective of political and cultural issues<br />
  63. 63. ABC123<br />Instructors have begun to explicitly ask students to share reflection statements from various levels.<br />Some students rarely consider experience from Level 3.<br />Instructors can raise such issues in class discussions or assignments.<br />
  64. 64. Interactive Exercise<br />How might you consider using the ABC or ABC123 model in oral discussions or written reflection entries?<br />

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