Assess the one shot power point final 2014
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This document discusses assessing student learning outcomes in one-shot library sessions. It introduces the assessment cycle of defining student learning outcomes, developing assessments, implementing assessments, assessing achievement, and using results for improvement. Several classroom assessment techniques are described, such as one-sentence summaries and defining features matrices, that can be used to evaluate whether students are learning and which content is being learned. The document provides tips for setting benchmarks to measure the percentage of students successfully achieving learning outcomes and outlines collecting and analyzing assessment data to make data-driven decisions for improving future sessions.
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This document provides an introduction to online assessment. It defines assessment and describes the importance of assessment. It discusses the differences between online and traditional assessment, noting that traditional forms of assessment like tests and quizzes may not translate as well to the online environment. The document outlines strategies for implementing effective online assessments and categories assessments as formative or summative and objective or subjective. It also covers learning objectives, explaining they should be clearly stated, measurable, and guide both teaching and assessment. Learning objectives help ensure assessments are aligned with intended learning outcomes.
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Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
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Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
Rubric
A rubric is a scoring guide used to evaluate performance on a project or product. It has three parts: performance criteria, a rating scale, and indicators. The rubric defines expectations and allows for transparent and fair grading. When designing a rubric, the creator identifies criteria, develops a rating scale, and writes indicators to describe the quality of work at each level of the scale. An effective rubric clearly defines expectations and ensures consistent scoring. Self-reflection and peer evaluation are processes to provide feedback and improve teaching and learning.
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Assess the one shot power point final 2014
- 1. Are Your Students Learning? Assessing the One-Shot Lyda Ellis, Associate Professor Faculty Assessment Fellow, University of Northern Colorado ACRL Immersion - Assessment, 2009
- 2. At the end of the session participants will be able to: • Write a student learning outcome • Discuss the assessment cycle • Discuss Classroom Assessment Techniques • Set benchmarks for classroom assessment
- 3. How does the library contribute to student learning?
- 4. The Assessment Cycle Define SLOs Identify, Develop, and Implement Assessment Activity Assess Achievement Use results for improvement and communication
- 5. Why Assess the One-Shot? 1. Requires us to think critically about session content. 2. Requires us to think critically about how we teach content. 3. Tells us if our approach to teaching the content is effective. 4. Allows us to collect data to show library value and impact on student success.
- 6. Types of Assessment • Summative Assessment • Formative Assessment
- 7. Student Learning Outcomes What do I want my students to know or be able to do when they leave my classroom? What skills or knowledge do students need to possess when they leave my classroom?
- 8. Classroom Assessment Techniques (CATs) Taken from Angelo, T. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers. • How many students are learning? • Which elements of the session content are they learning? • What specifically should you change about your teaching to promote optimal learning?
- 9. CATs • One Sentence Summary • Directed Paraphrasing • Defining Features Matrix • 1-Minute Paper/Muddiest Point • Pro/Con Grid • What’s the Principle? • Misconception/Preconception Check
- 10. Measuring Success Benchmark: The percentage of students who must successfully achieve the Student Learning Outcome for you to conclude that the Student Learning Outcome has been met. “Standards” Benchmark At least 75% of students will be able to develop effective search strings. At least 75% of students will be able to discuss why it is important to use a bibliography during the research process.
- 11. Benchmarks “Future” or “Goal” Benchmark: By spring 2015 85% of students will successfully achieve the SLOs in the COMM 230 one-shot. “Quality” Benchmark: At least 75% of students will earn an 80% on the One Sentence Summary At least 75% of students will correctly identify 5/7 correct answers in the Defining Features Matrix
- 12. Tips for Setting Benchmarks • Establish benchmarks before you start assessing the SLO • Do not set benchmarks unreasonably high • Do not set benchmarks too low
- 13. Data Collection & Analysis The simpler, the better!
- 14. Define SLOs Identify, Develop, and Implement Assessment Activity Assess Achievement Use results for improvement & communication Data-Driven Decision Making
Editor's Notes
- Go through these briefly and then have people pair up. Match an SLO to a CAT and discuss how they might use the CAT to assess the SLO.