Assessment workshop


Published on

  • Be the first to comment

Assessment workshop

  1. 1. Faculty Assessment Workshop David Wiley Kim Thanos Ronda Neugebauer
  2. 2. Course Assessment Listing• Create a new Google Doc/Word Doc• List all course learning outcomes• List all course assessments - anything graded• Be as brief as you like - this working document is only for you 2
  3. 3. Estimated Difficulty of Assessments• Copy assessment listing and paste above original list• Without looking at the grade book, rank assessments: – Top = assessments you think students struggle with the most – Bottom = assessments you think students struggle with the least 3
  4. 4. Grade Book Results• Copy assessment listing and paste above estimated difficulty of assessments list• Access grade book• Rank assessments: – Top = assessments with grades indicating students struggled with the most – Bottom = assessments with grades students struggled with the least 4
  5. 5. Assessment List Comparison• Compare the two lists you ranked• Are there any differences in what you perceived versus what the grades suggest?• Does anything surprise you about the differences? 5
  6. 6. Perception vs. Evidence• How does our perception of what was most difficult compare to the grades indicating what was most difficult?• Attending to the data helps us to develop meaningful feedback to improve our courses• The evidence is often quite different from what we perceive 6
  7. 7. Psychometrics• We can’t open our students’ brains to see what they know, but we can give them opportunities to tell us what they know• Assessment results yield both signal and noise• Rather than give one big assessment, use multiple measures to tease out the signal from the noise 7
  8. 8. The Pixel Analogy• Why are multiple measures of assessment important?• ebook-pixel-the-google-pc-weve-been-waiting- for-.html• Think of multiple measures of assessment like the pixels that make up the entire digital picture. Aim to see the whole picture of the student, instead of just a few pixels. 8
  9. 9. Multiple Measures of AssessmentFormative ExamplesAssists in modifying teaching and • Muddiest Pointlearning activities for studentsuccess • Minute Paper • Concept TestTypically involves qualitative • Directed Paraphrasefeedback (rather than scores) forboth students and teacher • RSQC2 – Recall, Summarize,focusing on details of content and Question, Comment, Connectperformance • Transfer and apply • Anecdotal RecordsAssessment FOR learning asurements.pdf 9
  10. 10. Multiple Measures of AssessmentSummative ExamplesRefers to evaluation of learning • Unit Examsand summarizes development of • Portfolioslearners after a period of time. • Discussions • Case StudiesSeeks to monitor educational • Reflective Essayoutcomes often for purposes ofaccountability • Standardize Test • Exit InterviewAssessment OF learning • Capstone Project _of_measurements.pdf 10
  11. 11. Backwards Design ApplicationStart with Outcomes – Identify Course Learning Outcomes (≈3-5) – Identify Module Learning Outcomes (≈15-40)Connect content & activities – Identify student learning activities (≈1-3 per MLO) 11
  12. 12. Backwards Design Application Course Learning OutcomesCLO what students know by the end of the courseMLO Module Learning Outcomes what students know by the end of the moduleLA Learning Activities opportunities for students to demonstrate knowledge 12
  13. 13. Backwards Design Application Align Course Learning Outcomes, Module Learning Outcomes, and Learning ActivitiesMLO LA MLO LA MLO LA CLO CLO LA LA LA LA MLO MLO MLO LA CLO MLOMLO MLO LA 13
  14. 14. Backwards Design ApplicationMapping is a quality issue & assists in peer review. If wecannot connect, there is no way to improve the course. MLO LA LA LACLO MLO LA This area needs work. MLO LA LA LA 14
  15. 15. Backwards Design Application• Back in doc, copy and paste outcomes to assessments• Look for imbalances with outcomes that aren’t met based on grade evidence• Choose 4-5 outcomes that students struggle with most• Strengthen those areas of the course instead of improving the whole course• Use Advanced Google Search to identify OER content 15
  16. 16. Backwards Design Application• Which areas of the course need improving?• How do you know?• What might you do to achieve this?Using data to drive decision-making helps improvethe course overtimeEmpirically, you know where students are strugglingand how best to improve the course 16
  17. 17. Instructure’sDemo – Speedgrader – Communication Settings – Orientation Module with Canvas Videos – Analytics: Class, Individual Student – Import ContentAccess your course invitation via your emailDavid’s Building Open Course Frameworks 17