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Presentacion sobre Acreditacion Universitaria

Presentacion sobre Acreditacion Universitaria

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  • 1. The Difference Between Assessment and Evaluation H. Stephen Straight Vice Provost for Undergraduate Education Teaching Assistant Orientation 28 August 2002
  • 2. What Is Teaching?
    • Brainstorm:
      • Think of different ways to define “teaching”.
      • Write down at least three different definitions of teaching.
      • Pair up with someone to choose the best ONE of your six-plus definitions.
      • Share your definitions with the group, one at a time in sequence.
  • 3. Definitions of Teaching
    • To present information, insights.
    • To reveal knowledge or skill.
    • To help students learn.
      • NOTE: All of the above can be accomplished either deliberately or incidentally.
      • That is, you can teach by means of explicit instruction, ongoing guidance, deliberate modeling, or accidental example.
  • 4. Ways to Improve Teaching and Learning
    • Implement research-based “ best practices ”.
    • Employ an assessment-informed model of teaching focused on measurable student learning outcomes .
  • 5. Good Practice in UG Education (after Arthur Chickering & Zelda Gamson 1989)
    • 1. Maximizes student/faculty contact .
    • 2. Develops student cooperation .
    • 3. Uses active learning techniques.
    • 4. Gives feedback promptly.
    • 5. Emphasizes time on task.
    • 6. Communicates high expectations .
    • 7. Respects learners’ diversity .
  • 6. Ways to Improve Teaching and Learning
    • Implement research-based “ best practices ”.
      • Think of at least one way to implement each item of “practice”.
      • Write down each example.
      • Pair up with the person next to you to choose the best example of each.
      • Share your findings with the group.
  • 7. Ways to Improve Teaching and Learning
    • Implement research-based “ best practices ”.
    • Employ an assessment-informed model of teaching focused on measurable student learning outcomes .
      • But first we need to distinguish “assessment” from “evaluation”.
  • 8. Assessment vs. Evaluation
    • What are the three most striking differences between the two?
    • If we had time, I’d have you …
      • Think
      • Write
      • Pair
      • Share
  • 9. Dimensions of Difference Between Assessment and Evaluation
    • Timing
    • Focus of Measurement
    • Relationship Between Administrator & Recipient
    • Findings, Uses Thereof
    • Ongoing Modifiability of Criteria, Measures Thereof
    • Standards of Measurement
    • Relation Between Different Objects of A/E
  • 10. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Timing
  • 11. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Focus of Measurement
  • 12. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Focus of Measurement
  • 13. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Administrator/Recipient Relationship
  • 14. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Administrator/Recipient Relationship
  • 15. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Findings, Uses Thereof
  • 16. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Findings, Uses Thereof
  • 17. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures
  • 18. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Formative : Ongoing to Improve Learning Summative : Final to Gauge Quality Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Ongoing Modifiability of Criteria, Measures
  • 19. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Fixed : To Reward Success, Punish Failure Standards of Measurement
  • 20. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented : How Learning Is Going Product-Oriented : What’s Been Learned Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Fixed : To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Standards of Measurement
  • 21. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Fixed : To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of A/E
  • 22. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Fixed : To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Relation Between Objects of A/E
  • 23. Assessment  Evaluation (various sources, but especially Dan Apple 1998) Reflective : Internally Defined Criteria/Goals Prescriptive :External-ly Imposed Standards Diagnostic : Identify Areas for Improvement Judgmental : Arrive at an Overall Grade/Score Flexible : Adjust As Problems Are Clarified Fixed : To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Competitive: Beat Each Other Out
  • 24. Summary of Differences Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement Process-Oriented Product-Oriented Relationship Between Administrator and Recipient Reflective Prescriptive Findings, Uses Thereof Diagnostic Judgmental Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed Standards of Measurement Absolute Comparative Relation Between Objects of A/E Coöperative Competitive
  • 25. Assessment vs. Evaluation
    • If we had time, I’d have you Think, Write, Pair, Share to come up with examples of assessment and evaluation to show that:
      • The multidimensionality of the difference between them, and the variation in each dimension, result in a very diverse array of examples, the majority of which are neither “assessment” nor “evaluation” but rather hybrids.
  • 26. Ways to Improve Teaching and Learning
    • Implement research-based “ best practices ”.
      • Put the examples into practice.
    • Employ an assessment-informed model of teaching focused on measurable student learning outcomes .
      • How to do this?
  • 27. Employ an assessment-informed model of teaching
      • Define learning outcomes (desired by teachers and/or learners) well in advance.
      • Assess progress toward outcomes, by and for both teacher and learner, continually during learning.
      • Evaluate attainment of outcomes rigorously as each learning opportunity concludes.
        • Moment-by-moment, meeting-by-meeting, course-by-course, semester-by-semester.
  • 28. Measures of Learning
    • If we had time, I’d also have you examine examples of ways to measure learning with the aim of showing:
      • that any measurement of learning can be used either for assessment or for evaluation purposes,
      • but that some measures are better for one than for the other.
  • 29. Ways to Improve Teaching and Learning
      • Implement research-based “ best practices ”.
      • Employ an assessment-informed model of teaching focused on measurable student learning outcomes .
    • Be vocal about what you’re doing to improve your teaching and your students’ learning – and listen to others’ stories about what they are doing.
  • 30. Five Assessment Principles (after Thomas Angelo & Patricia Cross 1993)
    • To improve their teaching, faculty must define learning outcomes and measure their attainment.
    • To improve their learning, students must learn how to use feedback to assess their own progress (= “self-assessment”).
    • The best assessment derives from teachers’ questions about their own teaching.
    • Systematic assessment can be an intellectually challenging source of faculty satisfaction.
    • Assessment provides an impetus for active student involvement, a proven “best practice”.
  • 31. Sources
    • Chickering & Gamson, Change (the journal of the Amer Assn for Higher Ed)
    • Apple, Process education teaching institute handbook (Pacific Crest)
    • Angelo & Cross, Classroom assessment techniques: A handbook for college teachers , Second edition (Jossey-Bass)
  • 32. Presenter: Steve Straight
    • H. Stephen Straight
      • Vice Provost for Undergraduate Education, Binghamton University - SUNY
        • Professor of Anthropology and of Linguistics
        • Co-Director, Harpur College Linguistics Program
        • Associate Director, Center for Research In Translation
      • mailto:straight@binghamton.edu
        • 607.777.2150 (secretary: Deborah Dunn)
        • 607.777.2824 (private voice mail)
        • 607.777.4831 (fax)