Wi13 Workshop: Assessment

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Center for Teaching Development (UCSD) Weekly Workshop: Assessment
February 21, 2013 ctd.ucsd.edu

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  • Problem – expertise. Disciplinary experience and bias not clear to students.
  • Wi13 Workshop: Assessment

    1. 1. slides and resources: http://tinyurl.com/CTDAssessmentCTD WEEKLYWORKSHOPS:ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Thursday, February 21, 2013 12:30 – 1:30 pm Center Hall, Room 316
    2. 2. Typical Peer Instruction Episode Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-challenging multiple-choice question. 2. Students think about question on their own. 3. Students vote for an answer using clickers, colored/ABCD voting cards,... 4. The instructor reacts, based on the distribution of votes.2 Assessment
    3. 3. Fixed and Growth Mindsets [1] 3 Growth, Malleable, Fixed, Entity, Performance-oriented Incremental, Mastery- oriented The helpless [children] The mastery-oriented believe that children think intelligence is a fixed intelligence is trait: you have only a malleable and can be certain amount, and developed through that‟s that. I call this a education and hard „fixed mind-set.‟ work.Assessment
    4. 4. 4 Assessment Graphic by Nigel Holmes [2
    5. 5. 5 Assessment
    6. 6. 6 Assessment
    7. 7. 7 Assessment
    8. 8. 8 Assessment
    9. 9. 9 Assessment
    10. 10. 10 Assessment
    11. 11. Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.” Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)11 Assessment
    12. 12. Feedback and Practice that Enhance Learning [3] Writing – public policy course Presentations on research – medical anthropology Instructors‟ expertise and bias not clear to students (or themselves)12 Assessment
    13. 13. Feedback and Practice that Enhance Learning [3] Solution: Goal-directed practice coupled with targeted feedback are critical to learning. Excellent Shot by Varsity Life on flickr CC Music by Piulet on flickr CC13 Assessment
    14. 14. Feedback and Practice that Enhance Learning [3] Solution: 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.14 Assessment [p. 141]
    15. 15. Feedback and Practice that Enhance Learning [3] Solution: Goal-directed practice coupled with targeted feedback are critical to learning.  practice is goal-directed  productive practice  timely feedback  feedback at appropriate level15 Assessment
    16. 16. 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 [4])  contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same is at work and providing a firm foundation16 of factual knowledge Assessment (How People Learn
    17. 17. Contrasting cases practice not goal- practice is goal-directed directed productive practice unproductive practice timely feedback untimely feedback feedback at feedback not at appropriate level appropriate level17 Assessment
    18. 18. Practice is goal-directed Practice is not goal-directed sport/hobby education18 collegeclassroom.ucsd.edu #tccucsd
    19. 19. Rubrics Needs to be given BEFORE and BUILT INTO assignment  Outlines what it takes to improve: path to improvement  “reasonable yet challenging goal” [3]  Use to support growth mindsets19 Assessment
    20. 20. 20 Assessment
    21. 21. Clicker question Does this rubric foster a A) fixed mindset B) growth mindset C) neither D) both21 Assessment
    22. 22. Teaching Statement Rubric Needs Excellent Weak Work Goals for student learning Enactment of goals (teaching method) Assessment of goals (measuring student learning) Creating an inclusive learning environment Structure, rhetoric and language 22Assessment
    23. 23. Take Away  Plan your course (learning outcomes, assessments and activities) Carl Wieman Science Education Initiative23 Assessment cwsei.ubc.ca
    24. 24. Take Away  Plan your course (learning outcomes, assessments and activities)  Motivation and Expertise  Growth mindset is necessary for deliberate practice, development of expertise  Behave in the classroom  Rewarding errors, etc.  Take care to support and be sensitive to minority experiences  be aware of your own mindset towards your students‟ ability to learn your discipline24 Assessment
    25. 25. References 1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43. 2. Nigel Holmes http://nigelholmes.com/home.htm 3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 4. 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.25 Assessment

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