Assessment and the Individual Talent


Published on

Presentation at 25th Anniversary ISDLS Conference

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Assessment and the Individual Talent

  1. 1. Assessment and the Individual Talent Presented by Nancy D. McDonald and Idell McLaughlin Florida Atlantic University and Palm Beach State College
  2. 2. Honors Course Objectives <ul><li>The key to a successful Honors program is not the intelligence of the student or the subject matter of the course, but the attitude and approach of the instructor. </li></ul><ul><li>Objectives </li></ul><ul><li>Most Honors courses will have the following five objectives, or some variation: </li></ul><ul><ul><li>To help students develop effective written communication skills (including the ability to make effective use of the information and ideas they learn); </li></ul></ul><ul><ul><li>To help students develop effective oral communication skills (while recognizing that not all students are comfortable talking a lot in class); </li></ul></ul><ul><ul><li>To help students develop their ability to analyze and synthesize a broad range of material; </li></ul></ul><ul><ul><li>To help students understand how scholars think about problems, formulate hypotheses, research those problems, and draw conclusions about them; and to help students understand how creative artists approach the creative process and produce an original work; </li></ul></ul><ul><ul><li>To help students become more independent and critical thinkers, demonstrating the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society. </li></ul></ul><ul><li> </li></ul>
  3. 3. Evaluation and Assessment <ul><li>How can the instructor assess if students have been successful in meeting these objectives? </li></ul><ul><li>How can the instructor integrate assessments into a continuous learning cycle? </li></ul>
  4. 4. Outside the Box – No Box Needed: Assessments that encourages continuous Self Directed Learning.
  5. 5. Honors Students as SDLs A self-directed learner <ul><li>exhibits initiative, independence, and persistence in learning; </li></ul><ul><li>accepts responsibility for his or her own learning and views problems as challenges, not obstacles; </li></ul><ul><li>is capable of self-discipline and has a high degree of curiosity; </li></ul><ul><li>has a strong desire to learn or change and is self-confident; </li></ul><ul><li>is able to use basic study skills, organize his or her time and set an appropriate pace for learning, and to develop a plan for completing work; </li></ul><ul><li>enjoys learning and has a tendency to be goal-oriented. </li></ul>(L. Guglielmino, 1977/78, p.73)
  6. 6. IDEAL: To Turn Assessment into a Learning Experience What attributes and strategies, when applied, can turn an assessment into an SDL experience? Independence Analysis Somatic Learning Narrative Learning Theory into Practice Goal-setting Open Ended Questions or Projects Organization and Time Allotment Various Methods of Assessment Presentations Transformational Learning
  7. 7. Designing the Assessment
  8. 8. Transformational Learning The Big Three <ul><li>Experience </li></ul>2. Critical Reflection 3. Development Content Reflection Process Reflection Premise Reflection (Mezirow, 2000)
  9. 9. Narrative Learning (Hiemstra, 2001)
  10. 10. Narrative Possibilities SIMPLE COMPLEX
  11. 11. Possibilities for Embodiment Canterbury Tales Other disciplines -- Other applications Dante “ . . . when we put on these coats [white lab coats] we would become scientists.” (Matthews, 1998, p. 238)
  12. 12. <ul><li>Using Visuals to Promote Self-Directed Learning When Assessing Poetry Modules </li></ul><ul><li>  </li></ul>
  13. 13. <ul><li>Visuals help develop students’ communication skills while helping them retain information and make meaning of material, data or concepts. </li></ul><ul><li>Images can evoke critical thinking and disciplinary learning. </li></ul><ul><li>Visuals can add depth to what students are learning. </li></ul>Visuals/Images Help Meet Learning Goals and Objectives
  14. 14. <ul><li>Visuals can be used as means of interpretation, argument and analysis. </li></ul><ul><li>Images can promote new understanding and deepen engagement with a subject. </li></ul><ul><li>Images simultaneously engage thinking and feeling. </li></ul><ul><li>Images can illuminate the human significance of course material. </li></ul>
  15. 15. “ The Runaway Slave at Pilgrim’s Point”
  16. 16. “ One Perfect Rose”
  17. 17. Love Found Expressions of love
  18. 18. Summation ∑ <ul><li>Although most of us came to Honors without specific training, that fact should not limit us in providing an Honors education for our students. </li></ul><ul><ul><li>Reviewing various techniques that promote Self Directed Learning and incorporating those techniques into our classrooms should be an integral part of our andragogy </li></ul></ul><ul><ul><li>and </li></ul></ul><ul><ul><li>Implementing those techniques into our methods of evaluation and assessment patterns Self Directed Learning in students who do not exhibit it and underscores it in those who already embrace it. </li></ul></ul>
  19. 19. References <ul><li>Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38, (11A), p. 6467A (University Microfilms No. AAC78-06004). </li></ul><ul><li>Hiemstra, R. (2001). Uses and Benefits of Journal Writing. New Directions for Adult & Continuing Education , (90), 19. doi:10.1002/ace.17 </li></ul><ul><li>Matthews, J. C. (1998). Somatic knowing and education. Educational Forum , 62 (3), 236-242. doi: 10.1080/00131729808984349 </li></ul><ul><li>Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass. </li></ul><ul><li>National Collegiate Honors Council. (2008). Designing an honors course. Retrieved January 31, 2010, from </li></ul>