Assessing Student Learning

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Workshop given by Gail Matthews-DeNatale to the faculty of Emmanuel College in 2010

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Assessing Student Learning

  1. 1. Assessing Student Learning<br />Gail Matthews-DeNatale, Ph.D.Emmanuel College<br />
  2. 2. Purposes<br />Evaluating or assessing student learning<br />Where they’re excelling/struggling<br />How the students did<br />Evaluating or assessing the course/teaching<br />What seemed to work or fall flat<br />How the teacher did<br />
  3. 3. Assessment vs. Evaluation<br />Evaluation (summative)<br />Determines the worth, assigns a grade, sums things up<br />Assessment (formative)<br />Asks the question “What would make the learning better?” … forms learning<br />
  4. 4. Types of Assessment<br />Traditional<br />Quizzes and tests<br />Term papers, performance projects<br />Less traditional<br />Discussion of open-ended questions<br />Self-reflection, self-assessment<br />CATs [Classroom Assessment Techniques]<br />Rubrics<br />ePortfolios<br />
  5. 5. CATs<br />What are they?<br />Short exercises, focus on formative, easy to implement, designed for frequent use<br />Why are they valuable?<br />Helps you see what students are thinking … what needs more attention … where they’re “in the zone”… serendipitous opportunities<br />Angelo and Cross, Classroom Assessment Techniques,1993<br />
  6. 6. Tips<br />Give students low-stakes credit for completion<br />Share a summary of responses in class or post a summary online in Blackboard Vista<br />
  7. 7. CAT example<br />What has been the “muddiest” point so far in this presentation?<br />Learn more about CATs and see examples athttp://www.cmu.edu/teaching/assessment/assesslearning/CATs.htmlhttp://www.ntlf.com/html/lib/bib/assess.htm<br />
  8. 8. Questions for You to Consider<br />What’s your overarching plan for assessment in your course?<br />Are you assessing the things that matter most?<br />How might you strike a balance between formative and summative?<br />What role, if any, will students play in assessing their own work/progress?<br />

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