on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
Assessment
1
CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbu...
Scholarly approach to teaching:
Assessment3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
lea...
Learning outcomes…
Assessment4
 clarify to the students and to the instructors the
what it means to “understand” each con...
Scholarly approach to teaching:
Assessment5
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
lea...
We know How People Learn
Assessment6
…and what it means for teaching [1]:
1. Teachers must draw out and work with the pre-...
Scholarly approach to teaching:
Assessment7
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
lea...
Vocabulary check: assessment
Assessment8
is that which gives a final
judgment of evaluation of
proficiency, such as grades...
Feedback and Practice that
Enhance Learning [2]
Assessment9
Goal-directed practice coupled with
targeted feedback are crit...
Feedback and Practice that
Enhance Learning [2]
Assessment10
Goal-directed practice coupled with
targeted feedback are cri...
Feedback and Practice that
Enhance Learning [2]
Assessment11
Goal-directed practice coupled with
targeted feedback are cri...
Aside: exploring these characteristics
Assessment12
 analogy
Students come to the classroom with preconceptions
about how...
Scenarios
Assessment13
feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive pr...
Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobbyteachingandlearning
Assessment
14
Productive Practice Unproductive Practicesport/hobbyteachingandlearning
Assessment
15
Practice Goal-directed Practice not Goal-directedsport/hobbyteachingandlearning
Assessment
16
Timely Feedback Untimely Feedbacksport/hobbyteachingandlearning
Assessment
17
What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
As...
Assessment
19
Assessment
Robert Talbert
tinyurl.com/RobertTalbertRubric
Poster and Presentation Grading Rubric
20
Rubrics…
Assessment21
 goal-directed
Goals can direct the nature of focused practice,
provide the basis for evaluating ob...
Rubrics…
Assessment22
 need to be given BEFORE and BUILT INTO assignment
 outline what it takes to improve: path to impr...
Take Away:
Assessment23
Design each activity,
each class, and your
entire course by aligning
and synchronizing the
learnin...
CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbu...
References
Assessment25
1. National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expand...
Upcoming SlideShare
Loading in …5
×

CTD Sp14 Weekly Workshop: Assessment

182 views
135 views

Published on

Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu
April 28, 2014

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
182
On SlideShare
0
From Embeds
0
Number of Embeds
14
Actions
Shares
0
Downloads
4
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

CTD Sp14 Weekly Workshop: Assessment

  1. 1. on target by hans_s on flickr CC-BY-ND What do you notice? What do you wonder? Assessment 1
  2. 2. CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, April 30, 2014 12:00 – 12:50 pm Center Hall, Rm 316
  3. 3. Scholarly approach to teaching: Assessment3 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes
  4. 4. Learning outcomes… Assessment4  clarify to the students and to the instructors the what it means to “understand” each concept  are statements that complete the sentence, “By this end of this lesson/unit/course, you will be able to…”  begins with an action verb, typically chosen by the cognitive Bloom’s Level of the outcome (remember, comprehend, apply, analyze, evaluate, create)
  5. 5. Scholarly approach to teaching: Assessment5 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes how people learn, alt to lecture
  6. 6. We know How People Learn Assessment6 …and what it means for teaching [1]: 1. Teachers must draw out and work with the pre- existing understanding that their students bring with them. Classrooms must be learner centered. 2. Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge. 3. The teaching of metacognitive (“thinking about thinking”) skills should be integrated into the curriculum in a variety of subject areas.
  7. 7. Scholarly approach to teaching: Assessment7 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes assessment how people learn, alt to lecture
  8. 8. Vocabulary check: assessment Assessment8 is that which gives a final judgment of evaluation of proficiency, such as grades or scores. (How Learning Works, p. 139) explicitly communicates to students about some specific aspects of their performance relative to specific target criteria, and … provides information that helps students progress toward meeting those criteria…[It] informs students’ subsequent learning. (How Learning Works, p. 139) formative assessmentsummative assessment
  9. 9. Feedback and Practice that Enhance Learning [2] Assessment9 Goal-directed practice coupled with targeted feedback are critical to learning. Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
  10. 10. Feedback and Practice that Enhance Learning [2] Assessment10 Goal-directed practice coupled with targeted feedback are critical to learning. Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. [p. 127] Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. [p. 141]
  11. 11. Feedback and Practice that Enhance Learning [2] Assessment11 Goal-directed practice coupled with targeted feedback are critical to learning.  practice is goal-directed  productive practice  timely feedback  feedback at appropriate level
  12. 12. Aside: exploring these characteristics Assessment12  analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1])  contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])
  13. 13. Scenarios Assessment13 feedback at appropriate level feedback not at appropriate level productive practice unproductive practice practice is goal-directed practice not goal-directed timely feedback untimely feedback In a moment but not yet, find 2-3 others with the same colored sheet as you. Together, think of examples/scenarios of both cases, in sports/hobbies and in teaching and learning.
  14. 14. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobbyteachingandlearning Assessment 14
  15. 15. Productive Practice Unproductive Practicesport/hobbyteachingandlearning Assessment 15
  16. 16. Practice Goal-directed Practice not Goal-directedsport/hobbyteachingandlearning Assessment 16
  17. 17. Timely Feedback Untimely Feedbacksport/hobbyteachingandlearning Assessment 17
  18. 18. What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice? Assessment18
  19. 19. Assessment 19
  20. 20. Assessment Robert Talbert tinyurl.com/RobertTalbertRubric Poster and Presentation Grading Rubric 20
  21. 21. Rubrics… Assessment21  goal-directed Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.  targeted feedback Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.
  22. 22. Rubrics… Assessment22  need to be given BEFORE and BUILT INTO assignment  outline what it takes to improve: path to improvement  offer an appropriate level of challenge (defined by the learning outcomes)  support growth mindsets (see Dweck[3])  give students opportunities to practice being metacognitive
  23. 23. Take Away: Assessment23 Design each activity, each class, and your entire course by aligning and synchronizing the learning outcomes, instructional activities, and assessments (both formative and summative.) What should students learn? What are students learning? What instructional approaches help students learn?
  24. 24. CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, April 30, 2014 12:00 – 12:50 pm Center Hall, Rm 316 May 7 Peer Instruction 1: Writing Good Peer Instruction (“Clicker”) Questions May 14 Peer Instruction 2: Best Practices for Running Peer Instruction with Clickers
  25. 25. References Assessment25 1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 3. Dweck, C. (2007). The Secret to Raising Smart Kids. Sci Am 18, 6, 36-43.

×