2. 2
Workshop Objectives
By the end of the workshop, participants will be able to:
Describe course-embedded assessment.
Identify how goals, alignments, and reporting at
the course-level enable course-embedded
assessment.
Identify strategies for getting started with
course-level assessment.
3. 3
Workshop Objectives
By the end of the workshop, participants will be able to:
Discuss how goals are added to the Blackboard
Learn System.
Design a content item/goal alignments map.
Recognize which types of content items may be
aligned with goals.
4. 4
Workshop Objectives
By the end of the workshop, participants will be able to:
Align goals to content items.
Identify which course-level reports supply
course-level analytics for student
learning/goal coverage.
5. 5
1. Course-embedded assessment
2. Strategies for getting started
3. Align goals to content items
4. Classroom Assessment Techniques
5. Course-level reports
Roadmap
7. 77
Collection of data about what and how
students are learning, using activities
that take place within a classroom
environment
Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the
teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
Course-Embedded Assessment
8. 88
Data collection time reduced
Motivate students
Timely feedback
Provide instructors with feedback on
instructional strategies and course
design
Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the
teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
Course-Embedded Assessment
11. 1111
The Muddiest Point
The One-Sentence
Summary
Directed
Paraphrasing
Application
Cards
The Minute Paper
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
14. 1414
2. Focus on an
assessable
goal
3. Plan classroom
assessment
project
4. Teach target
lesson
5. Collect
feedback data
6. Analyze
feedback data
7. Interpret the
results
8. Communicate
results
9. Evaluate the
project’s
effect(s)
1. Choose
one class
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
15. 15
Teaching aims
Motivation
Good instructional practice
Shared vocabulary
Network
Advantages of
Starting with Goals
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
17. 17
Systems administrator turns
on Goals tool and imports or
creates goals.
Instructors align course
content to one or multiple
goals.
Align Goals to Content Items
30. 30
Start with assessable goals.
Focus on alterable variables.
Build in success.
Start small.
Get students actively involved.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
31. 31
Set limits on the time and effort
you will invest.
Be flexible and willing to change.
Work with other instructors who
share your interests.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
32. 32
Remember that the students
must first learn to give
useful feedback—and then
must practice doing so.
Enjoy experimentation and
risk-taking, not just success.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
41. 41
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for
evaluating cross-functional integration and improving the teaching-
learning process. Issues in Accounting Education, 20(1), 1-19.
References
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).