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SGTS Practical Stream, Week 4

SGTS Practical Stream, Week 4
May 22 and 24, 2013
Assessment

Peter Newbury
collegeclassroom.ucsd.edu

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    Practical4 assessment Practical4 assessment Presentation Transcript

    • Summer Graduate Teaching ScholarsMay 22 and 24, 2013Practical 4: Assessment
    • Scholarly approach to teaching:SGTS Practical Stream - collegeclassroom.ucsd.edu2Carl WiemanScience Education Initiativecwsei.ubc.caWhat shouldstudentslearn?What arestudentslearning?What instructionalapproacheshelp studentslearn?learningoutcomes(goals, objectives)assessment
    • Vocabulary check: assessmentis that which gives a finaljudgment of evaluation ofproficiency, such as grades orscores.(How Learning Works, p. 139)explicitly communicates tostudents about some specificaspects of their performancerelative to specific targetcriteria, and … providesinformation that helps studentsprogress toward meeting thosecriteria…[It] informs students’subsequent learning.(How Learning Works, p. 139)3SGTS Theory Stream - collegeclassroom.ucsd.edusummative assessment formative assessment
    • Feedback and Practice that Enhance Learning4How Learning Works: Goal-directed practice coupledwith targeted feedback are critical to learning.SGTS Theory Stream - collegeclassroom.ucsd.eduImages:Excellent Shot by Varsity Life on flickr CCMusic by Piulet on flickr CC
    • Feedback and Practice that Enhance Learning5How Learning Works: Goal-directed practice coupledwith targeted feedback are critical to learning.[G]oals can direct the nature of focused practice, providethe basis for evaluating observed performance, and shapethe targeted feedback that guides students’ future efforts.(p. 127)[T]argeted feedback gives students prioritized informationabout how their performance does or does not meet thecriteria so they can understand how to improve their futureperformance.(p. 141)SGTS Theory Stream - collegeclassroom.ucsd.edu
    • Assessment Strategies…SGTS Theory Stream - collegeclassroom.ucsd.edu6 addressing the need for goal-directed practice addressing the need for targeted feedbackWork on the How Learning Workshand-out, thinking about whatyou’ve experienced or what youaspire to do in your course.
    • SGTS Practical Stream - collegeclassroom.ucsd.edu7
    • Your turnSGTS Practical Stream - collegeclassroom.ucsd.edu81. Write an assessment question for your course basedon the learning outcome(s) you’ve drafted. It doesn’t have to be a summative, exam question.
    • Your turnSGTS Practical Stream - collegeclassroom.ucsd.edu91. Write an assessment question for your course basedon the learning outcome(s) you’ve drafted.2. Create a marking scheme for your question.rubric
    • SGTS Theory Stream - collegeclassroom.ucsd.edu10
    • SGTS Theory Stream - collegeclassroom.ucsd.eduRobert Talberttinyurl.com/RobertTalbertRubricMathematics Poster and Presentation Rubric
    • Rubrics12 support growth mindsets shows the path to improvement goal-directed[G]oals can direct the nature of focused practice,provide the basis for evaluating observedperformance, and shape the targeted feedback thatguides students’ future efforts. targeted feedback[T]argeted feedback gives students prioritizedinformation about how their performance does ordoes not meet the criteria so they can understandhow to improve their future performance.SGTS Theory Stream - collegeclassroom.ucsd.edu
    • Your turnSGTS Practical Stream - collegeclassroom.ucsd.edu131. Write an assessment question for your course basedon the learning outcome(s) you’ve drafted.2. Create a rubric for your question.
    • ResourcesSGTS Practical Stream - collegeclassroom.ucsd.edu141. Carl Wieman Science Education Initiativecwsei.ubc.ca2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., &Norman, M.K. (2010). How Learning Works. San Fransisco:Jossey-Bass.3. Talbert, R. Getting students involved with linear algebrathrough poster projects. Retrieved May 9, 2013, fromhttp://chronicle.com/blognetwork/castingoutnines/2013/04/25/getting-students-involved-with-linear-algebra-through-poster-projects/