Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Methods of assessments
1. Assessment, to “Test”, evaluate or
estimate the quality, the ability,
and the significance
2. Formative assessment (Low stakes assessments) techniques monitor students
learning during the learning process.
Example: feedback, early and often in the semester.
Summative assessment (High stakes assessment) techniques evaluate
students learning at the end of instructional unit or course to measure the
extent to which student achieved the desire learning.
10. Step 1:Learning outcomes:
A good course design will ensure our students are transformed in some way.
Coming up with the big ideas (or themes) for your course is the first step in
designing your course. To think of the overarching ideas takes a lot of
thought, and brainstorming with colleagues often helps.
Big Ideas: The big ideas shape the way students think about a subject and
develop skills and values related to the discipline.
Example , thinking like a geographer, researcher, economist
11. From these big ideas emerges student understandings, which bridge the
abstract to the concrete learning outcomes that describe how students will
make use of the course content.
12. Understandings usually follow the format:
"At the end of the course, students should understand that ___________."
"At the end of the course, students should understand how to___________."
"At the end of the course, students should understand the value
of___________."
For example, "Students should understand that in a free-market economy,
price is a function of demand versus supply."
Learning Outcomes
Learning outcomes are statements that provide measurable evidence of the
understanding you want students to have. Learning outcomes give you
evidence to see the quality of students' knowledge, skills, and attitudes they
have learned in your course, and can reflect different levels of thinking or
mastery. Some may be geared at getting students to show they comprehend a
concept, and others at getting them to create something new from that
knowledge.
Outcomes usually follow the format: “At the end of the course, students will be
able to insert verb here + insert knowledge, skills, or attitudes the student
is expected to develop here.”
For example, “At the end of the course, students will be able to summarize
the key forces affecting the rise of China as an economic power in the global
market.”
13. Knowledge: Know (Comprehension)
what is the foundational knowledge and
skills that students should remember and
comprehend in this course.
What skills do students need to pull
apart of existing knowledge to look at it
critically and judge it
Skill: Synthesize and create
what skill do need to combine
and build on existing knowledge
to produce something new
Attitude: Analyze and Evaluate
List of verbs: Asses analyze compare
contrast prioritize deconstruct classify
justify infer distinguish appraise
critique
Compose, design, argue, solve
generate, construct, develop,
invent, hypothesize, formulate
Explain, demonstrate, identify, recite, reproduce, recite, recognize,
define, label, match, convert, translate
14. Step :2 (Application of Learning (How students demonstrate their learning)
Application
of learning
Task
complexity
Level of
thinking
16. Step 3: Learning Activities:
Now that you have identified your desired student learning outcomes and
how you will assess those, you are ready to consider:
1. What instructional strategies will be used to help students meet the
learning outcome?
2. How will you use out-of-class and in-class time to ensure that students
have the opportunity to meet the learning outcome?
Course Design Grid:
Students learning
outcomes
Assessment Students
activities
Instructor
activities
