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Assessment 101 - Brandon Smith & Lesley D'Souza

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Assessment 101
Brandon Smith, Residence Life & Education Coordinator, Ryerson University
Lesley D'Souza, Student Life Programs Coordinator, Ryerson University

Assessment is something that our work — planning, implementation, engagement and support — requires, but do we know what this means, what it is used for, and why this is important? Join the #RyersonSA Assessment PD committee to learn a shared understanding of Assessment for the work we do in Student Affairs.

Connecting Meaning to Purpose: RyersonSA PD Conference 2015

Published in: Education
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Assessment 101 - Brandon Smith & Lesley D'Souza

  1. 1. Introduction Who are we? Lesley D’Souza Coordinator – Student Life Programs Brandon Smith Coordinator – Residence Life & Education Who are you?
  2. 2. Agenda 1. How does Assessment apply to our work? 2. Outcomes a) Scope of our work b) Satisfaction c) Learning Outcomes 3. Writing Learning Outcomes 4. Learning Theories and Taxonomies a) Bloom's Taxonomy b) Kolb's Experiential Learning Cycle 5. Assessment Tools 6. Assessment Cycle
  3. 3. Session Learning Outcomes By participating in this session, #RyersonSA will: learn a shared understanding of Assessment terms and definitions; be able to develop a tangible Learning Outcome to evaluate and assess work they are currently doing; be able to identify 3 assessment tools and resources; be able to describe the elements of the Assessment Cycle; and be able to differentiate between Bloom's cognitive domains.
  4. 4. How does Assessment apply to our work?
  5. 5. Things we assess Scope of our work User Satisfaction Learning Outcomes
  6. 6. Writing a Meaningful Outcome What are the components of a good outcome? What are you trying to assess? Measurable Meaningful and useful How will achievement be measured or identified?
  7. 7. Writing a Meaningful Outcome As a result of participating in _______________ student will be able to (SWiBAT): Bloom’s Action Verb + Condition (As a result of) +possible measurement + timeframe Brandon to bring ex and template.
  8. 8. Examples of Outcomes Using Bloom’s Bloom’s Level Goal KNOWLEDGE Student staff can list 4 academic resources on campus COMPREHENSION Student Staff can describe Chickering’s 7 Vectors APPLICATION Student can apply knowledge of active listening to a roommate conflict ANALYSIS Students are able to determine priorities through an analysis of their upcoming tasks EVALUATION Student staff are able to determine the best approach to handling a situation based on the role play exercise at the end of the training session CREATION Students can create a campaign to raise awareness of mental health issues.
  9. 9. Kolb’s Cycle Concrete Experience (Doing) Reflective Observation (Reviewing) Abstract Conceptuali zation (Thinking) Active Experimenta tion (Testing)
  10. 10. Planning Your Assessment Why? What? Who? How? Ethics Results
  11. 11. Types of Assessment Formative Summative
  12. 12. Think, Pair, Share What assessment tools do you use in your department? Write an outcome
  13. 13. Assessment Tools What’s in your toolbox?
  14. 14. Data Analysis Tools Quantitative Direct comparisons, Bench Marking Qualitative Rubrics Content Analysis
  15. 15. Assessment Cycle Establish Learning Outcomes Provide Learning Opportunities Assess Student Learning Use results for improvement Mission, Vision, Strategic Documents
  16. 16. 1 Minute Paper Activity Using a piece of paper, write a learning outcome as though you were co-presenting this session to your team On the same sheet of paper write down one thing that remains unclear “Your Murky Moment”

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