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You, Your Students, and Assessment

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A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.

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You, Your Students, and Assessment

  1. 1. AnastasiaTrekles, Ph.D.
  2. 2.  What do you like most about assessment in your classes right now?  What do you think could be going better?  Do you really know how well your students are learning what they need to?
  3. 3.  One of the common assessment models is Kirkpatrick’s 4 levels  Reaction (i.e., student evaluations)  Learning (assignments and tests)  Behavior (how does knowledge transfer to new situations/classes)  Impact (how does your class relate to the whole program?)
  4. 4.  What do you do with those student evaluation surveys each semester?  Ever tried alternative evaluation forms or midterm evaluations?  Reaction surveys of course have their issues and shouldn’t be your only data source, but they can be helpful in showing you where you can improve  Some other ideas to gauge reaction:  Peer evaluations after group projects  Open discussion forums to allow students to express ideas  Private meetings with each student once or twice a semester
  5. 5.  This is the big one and where most professors spend their time when it comes to assessment  There are many ideas, and many ways to do effective assessment in any discipline  Consider the level of the students and the class as well as the subject when deciding on an assessment strategy
  6. 6. This stuff helps you find and create the most appropriate assessments!
  7. 7.  Some examples:  Comprehension: After a unit on the poetry of the Romantic period, students in an English literature class will complete a 25-question multiple-choice test on their understanding of the key figures and works from this era. ▪ Assessment:Test tool (paper, BlackBoard)  Analysis: After a unit on the poetry of the Romantic period, students in an English literature class will engage in an online discussion regarding the themes of this period and how they were influenced by the political and societal trends of the time. ▪ Assessment: discussion board with rubric
  8. 8.  Application/Physical Activities: After a lesson on determining a patient’s blood pressure, nursing students will obtain the blood pressure of a partner using a traditional cuff and stethoscope, and report with 100% accuracy.  Assessment: observation with rubric or checklist
  9. 9.  Evaluation/Characterization: While defining the construction of a new residential building, construction engineering students will be able to make judgments with regard to the use of brick, steel, or concrete in various structural applications, and will revise judgments based on observation and new information.  Assessment: Observation and product evaluation, with rubric
  10. 10.  Center forTeaching atVanderbilt: http://cft.vanderbilt.edu/guides-sub-pages/writing- good-multiple-choice-test-questions/  UNC Charlotte Center forTeaching: http://teaching.uncc.edu/learning-resources/articles- books/best-practice/assessment-grading/designing- test-questions  Kentucky State booklet on “writing trick questions”: http://www.k-state.edu/ksde/alp/resources/Handout- Module6.pdf
  11. 11.  At higher levels of Bloom’s tests are often not the best measure  Consider other ways of gauging learning:  Research projects or papers  Presentations or debates  Concept maps  Student-created media (video, audio, etc.)  Performances  Other products that show learning in action
  12. 12.  BlackBoard discussion, blog, wiki, Kaltura media tools  WebEx: http://purdue.webex.com  Google Docs: http://drive.google.com  Prezi: http://www.prezi.com  Bubbl.us: http://www.bubbl.us  MS OfficeTemplates: http://office.microsoft.com/en- us/templates/  Screencast-o-matic: http://www.screencast-o-matic.com  Jing and Camtasia: http://www.techsmith.com  Wordpress: http://www.wordpress.com  SimpleBooklet: http://simplebooklet.com/index-edu.php  Draw.io: https://www.draw.io
  13. 13.  You are not alone – rubrics are not always easy to create  Try rubric-makers that make your job easier!  Rubistar: http://rubistar.4teache rs.org  iRubric: http://www.rcampus.c om/indexrubric.cfm
  14. 14.  Level 3 and 4 of Kirkpatrick’s model is often difficult for us to achieve in college  We may not see our students again, or have a good idea of how our class fits in with the whole of a degree program  Some ideas to do Level 3 & 4:  Consult with those who teach the courses just before and after yours in the program and review objectives  Plan case studies, experiential learning, and internships at specific points in a program and work with other faculty to support them  Useful article: http://eric.ed.gov/?id=ED477023
  15. 15.  Carnegie-Mellon Assessment resource: http://www.cmu.edu/teaching/assessment/howto/basic s/index.html  Online assessment strategies: http://jolt.merlot.org/vol6no1/sewell_0310.pdf  PNW Center forTeaching and Learning resources: http://centers.pnw.edu/teaching/assessment/  Tool for providing good assessment feedback: http://www.purdue.edu/passnote/  Computational thinking rubric (for assessing critical thinking and other process skills): https://sites.google.com/site/workshopctandsblresourc esite/home
  16. 16. Reach us at:  atrekles@pnw.edu  http://centers.pnw.edu/teaching for all workshop notes, links, and training needs

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