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Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
Course embedded assessment using goals, alignments and reporting
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Course embedded assessment using goals, alignments and reporting

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  • 4 minutesWelcome participants. Distribute Participant’s Guide.
  • Less than 1 minuteInstructor selects one class (s)he knows well and is comfortable with. In addition, the students are succeeding and satisfied.
  • 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.
  • 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.
  • Less than 1 minute
  • Less than 1 minute
  • Less than 1 minuteDescribe the features of a Course Coverage Report (slides 37-38).
  • Less than 1 minute
  • Transcript

    1. Course-EmbeddedAssessment
    2. 2Workshop ObjectivesBy the end of the workshop, participants will be able to:Describe course-embedded assessment.Identify how goals, alignments, and reporting atthe course-level enable course-embeddedassessment.Identify strategies for getting started withcourse-level assessment.
    3. 3Workshop ObjectivesBy the end of the workshop, participants will be able to:Discuss how goals are added to the BlackboardLearn System.Design a content item/goal alignments map.Recognize which types of content items may bealigned with goals.
    4. 4Workshop ObjectivesBy the end of the workshop, participants will be able to:Align goals to content items.Identify which course-level reports supplycourse-level analytics for studentlearning/goal coverage.
    5. 51. Course-embedded assessment2. Strategies for getting started3. Align goals to content items4. Classroom Assessment Techniques5. Course-level reportsRoadmap
    6. 66
    7. 77Collection of data about what and howstudents are learning, using activitiesthat take place within a classroomenvironmentSource: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving theteaching-learning process. Issues in Accounting Education, 20(1), 1-19.Course-Embedded Assessment
    8. 88Data collection time reducedMotivate studentsTimely feedbackProvide instructors with feedback oninstructional strategies and coursedesignSource: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving theteaching-learning process. Issues in Accounting Education, 20(1), 1-19.Course-Embedded Assessment
    9. 9Step 1:PlanningSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    10. 1010lassroom ssessment echniquesSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    11. 1111The Muddiest PointThe One-SentenceSummaryDirectedParaphrasingApplicationCardsThe Minute PaperSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    12. 12Step 2:ImplementingSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    13. 13Step 3:RespondingSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    14. 14142. Focus on anassessablegoal3. Plan classroomassessmentproject4. Teach targetlesson5. Collectfeedback data6. Analyzefeedback data7. Interpret theresults8. Communicateresults9. Evaluate theproject’seffect(s)1. Chooseone classSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    15. 15Teaching aimsMotivationGood instructional practiceShared vocabularyNetworkAdvantages ofStarting with GoalsSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    16. 16ComplexTime-consumingOverwhelmingDifficultBroadDisadvantages ofStarting with GoalsSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    17. 17Systems administrator turnson Goals tool and imports orcreates goals.Instructors align coursecontent to one or multiplegoals.Align Goals to Content Items
    18. 18Discussion BoardsLearning ModulesLesson plansFoldersBlogsJournalsTestsIndividual test questionsAssignmentsGrade Center columnsAlign Goals to Content Items
    19. 19Align Goals to Content Items
    20. 20Align Goals to Content Items
    21. 21Align Goals to Content Items
    22. 22Align Goals to Content Items
    23. 23Align Goals to Content Items
    24. 24Align Goals to Content Items
    25. 25
    26. 26Align Goals to Content Items
    27. 27Align Goals to Content Items
    28. 28Course Name:Goal/Standard/Competency:Learning Objective(s):LearningActivities:Assessments: PerformanceResults:ImmediateAction Taken:Future ActionTaken:Goal Alignments MapSource: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functionalintegration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
    29. 29
    30. 30Start with assessable goals.Focus on alterable variables.Build in success.Start small.Get students actively involved.Ten Guidelines for SuccessSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    31. 31Set limits on the time and effortyou will invest.Be flexible and willing to change.Work with other instructors whoshare your interests.Ten Guidelines for SuccessSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    32. 32Remember that the studentsmust first learn to giveuseful feedback—and thenmust practice doing so.Enjoy experimentation andrisk-taking, not just success.Ten Guidelines for SuccessSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    33. 33Application CardsSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    34. 3434Course Performance
    35. 35
    36. 36
    37. 37
    38. 38
    39. 391. Course-embedded assessment2. Strategies for getting started3. Align goals to content items4. Classroom Assessment Techniques5. Course-level reportsRoadmap
    40. 40Muddiest PointSource: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
    41. 41Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments forevaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.References
    42. 42ThankYou!Questions?

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