URI Faculty Development Workshop powerpoint for "Making Learning Visible" facilitated by Joshua Caulkins and Elaine Finan on Monday, August 25th, 2:30pm.
1. New Faculty Orientation
August 25, 2014
Making Learning Visible
Josh Caulkins & Elaine Finan
Office of Student Learning, Outcomes Assessment
and Accreditation (SLOAA)
2. Introductions
Please share (briefly):
S Name and Department
S Who was the best teacher you had… à Why?
3. Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction
S Turn to your neighbor on the left and discuss…
S Quick Share-out
4. Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction
S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning
S Turn to your neighbor on the right and discuss…
S Quick Share-out
5. Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction
S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning
S Turn to your neighbor on the right and discuss…
S Quick Share-out
6. Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction
S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning
S Turn to your neighbor on the right and discuss…
S Quick Share-out
7. Workshop Outcomes
By the end of this workshop, you will be able to:
S Define and write measurable learning outcomes
S Create assessments that are aligned to learning outcomes
S Develop a rubric to measure learning outcomes
8. Workshop Outcomes
By the end of this workshop, you will be able to:
S Define and write measurable learning outcomes
S Create assessments that are aligned to learning outcomes
S Develop a rubric to measure learning outcomes
14. Student Learning Outcomes 101
Activity 1:
S “Bloom” the following goals (see activity handout)
S Post questions or feedback here: http://goo.gl/YKioD9
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15. Student Learning Outcomes 101
Activity 2:
S Write two learning outcomes for one of the courses you will
be teaching this year (Fall 2014 or Spring 2015)
S Please post here: http://goo.gl/YKioD9
S Share with your neighbor behind you and discuss.
S Addition question: Is it measurable? How do you know?
16. Evaluating Student Learning 101
Evaluating student learning:
S How are you evaluating your students?
S Evaluation/assessment types
S Multiple-choice vs. Open-ended questions
17. Evaluating Student Learning 101
Evaluating student learning:
S How are you evaluating your students?
S Evaluation/assessment types
S Multiple-choice vs. Open-ended questions
S Summative vs. formative assessment
S Define: Summative –
S Define: Formative –
18. Evaluating Student Learning 101
Activity 3:
S Write one test question (multiple-choice or open-ended)
AND one project assignment based on two of the learning
outcomes you wrote a few minutes ago.
S Please post here: http://goo.gl/YKioD9
S Share with your neighbor and discuss
S Share out with group
20. Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
21. Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
22. Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
S Can be used for any assessment type:
S Reading assignments
S Quizzes/tests
S Papers/reports/presentations
S Peer-review
23. Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
S Can be used for any assessment type:
S Reading assignments
S Quizzes/tests
S Papers/reports/presentations
S Peer-review
S Who is the audience for your rubric?
24. Rubric Example: Earth Science project
Trait Excellent Good Needs Work
Claim (What is
happening, is this
a good or bad
idea, etc…)
Clearly &
accurately
identifies the type
of mass wasting
and the local
geology.
Identifies the mass
wasting type, may
or may not include
geology, may have
some errors.
Mass wasting
type is wrong
and/or missing.
No geology
and/or wrong.
Presenting the
argument (factors,
triggers, data,
etc..)
Clearly and
accurately
identifies the
factors and the
human impact
Identifies some
factors and/or
human impact
potential, but not
both, or may be
missing a critical
factor.
No factors
identified (or only
miscellaneous
factors). No
mention of human
impact.
Recommendations
(to build or not to
build, mitigation
options, etc…)
Makes quality &
realistic
recommendations
based on the
identified factors
Makes some
recommendations,
may not be
practical or
helpful.
No
recommendations
made.
Syntax &
Grammar
Smooth
transitions
between & within
paragraphs, no
grammatical
errors
Most transitions
are smooth, but
others are a bit
cumbersome or are
abrupt, a few
grammatical errors
Transitions are
cumbersome or
abrupt, many
grammatical
errors.
Audience (this is
supposed to be a
letter to a non-geologist)
Audience is
clearly considered
and appropriately
applied
Audience is
somewhat
considered, but
sometimes
inconsistently
Audience is not
considered at all.
Images Images are
appropriate &
well placed
within the text (or
the reader is
guided to the
image).
Images are used,
but not clear or
easy to follow
relative to the text.
No images used
to supplement
arguments.
Levels of Achievement
Scoring
Criteria
28. Rubrics
Activity 4:
S Develop a rubric for the project assessment you created
earlier (keep it simple)
S Levels of Achievement
S Scoring Criteria
S Post questions or feedback here: http://goo.gl/YKioD9
29. Wrap-Up
We’ve covered…
S Learning Outcomes
S Assessments
S Rubrics
Any Questions?
(Please bring a laptop, tablet or iPad tomorrow if you have one!)
30. Wrap-Up
We’ve covered…
S Learning Outcomes
S Assessments
S Rubrics
Any Questions?
Alignment!
(Please bring a laptop, tablet or iPad tomorrow if you have one!)