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CTD Wi14 Weekly Workshop: Assessment
 

CTD Wi14 Weekly Workshop: Assessment

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Peter Newbury

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

5 February 2014

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    CTD Wi14 Weekly Workshop: Assessment CTD Wi14 Weekly Workshop: Assessment Presentation Transcript

    • What do you notice? What do you wonder? 1 Assessment on target by hans_s on flickr CC-BY-ND
    • resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/ CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, February 5, 2014 12:00 – 12:50 pm Roosevelt College Room
    • Scholarly approach to teaching: learning outcomes What should students learn? What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 3 Assessment
    • Learning outcomes…  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) [Intro Astronomy] deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. 4 Assessment
    • Scholarly approach to teaching: learning outcomes What should students learn? What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 5 Assessment how people learn, alt to lecture
    • We know How People Learn …and what it means for teaching [1]: 1. Teachers must draw out and work with the preexisting 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. 6 Assessment
    • Scholarly approach to teaching: learning outcomes What should students learn? What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 7 Assessment assessment how people learn, alt to lecture
    • Vocabulary check: assessment summative assessment formative assessment is that which gives a final judgment of evaluation of proficiency, such as grades or scores. 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) (How Learning Works, p. 139) 8 Assessment
    • Feedback and Practice that Enhance Learning [2] Goal-directed practice coupled with targeted feedback are critical to learning. Excellent Shot by Varsity Life on flickr CC 9 Assessment Music by Piulet on flickr CC
    • Feedback and Practice that Enhance Learning [2] Goal-directed practice coupled with targeted feedback are critical to learning. [G]oals 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] [T]argeted 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] 10 Assessment
    • Feedback and Practice that Enhance Learning [2] Goal-directed practice coupled with targeted feedback are critical to learning.     11 Assessment practice is goal-directed productive practice timely feedback feedback at appropriate level
    • Aside: exploring these characteristics  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]) 12 Assessment
    • Scenarios 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. feedback at feedback not at appropriate level appropriate level productive practice unproductive practice practice is goal-directed practice not goal-directed timely feedback untimely feedback 13 Assessment
    • teaching and learning sport/hobby Feedback at Appropriate Level 14 Assessment Feedback not at Appropriate Level
    • teaching and learning sport/hobby Productive Practice 15 Assessment Unproductive Practice
    • teaching and learning sport/hobby Practice Goal-directed 16 Assessment Practice not Goal-directed
    • teaching and learning sport/hobby Timely Feedback 17 Assessment Untimely Feedback
    • What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice? 18 Assessment
    • 19 Assessment
    • Poster and Presentation Grading Rubric 20 Assessment Robert Talbert tinyurl.com/RobertTalbertRubric
    • Rubrics…  goal-directed [G]oals 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 [T]argeted 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. 21 Assessment
    • Rubrics…  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 22 Assessment
    • Take Away: Plan your course by synchronizing and aligning your learning outcomes, activities and assessments. 23 Assessment What should students learn? What are students learning? What instructional approaches help students learn?
    • resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/ Feb 12 Peer Instruction I: Writing Good Peer Instruction (“Clicker”) Questions Feb 19 Peer Instruction II: Best Practices for Running Peer Instruction with Clickers CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, February 5, 2014 12:00 – 12:50 pm Roosevelt College Room
    • References 1. 2. 25 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. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. Assessment