High-Impact Learning Through
Assessment
Dr. Bernard Bull
bernard.bull@cuw.edu
What are the most important
questions to answer if you want to
provide a high-impact learning
experience?
The 5 Most Important Questions for
Designing a High-Impact Learning
Experience
1. Who are the learners (individually and
c...
To what extent do you have a culture
of learning versus a culture of earning?
The Syllabus Experiment
20% - participation
40% - 4 exams
30% - daily homework / activities / assignments
10% - quizzes
Syllabus for a Doctrine Course
40% Reading Response Papers
20% Midterm Exam
40% Final Exam
New Testament History Syllabus
• Paper I 20%
• Paper II 20%
• Paper III 20%
• Paper IV 40%
The Syllabus Experiment
20% - participation
40% - 4 unit tests
30% - daily homework / activities / assignments
10% - quizz...
The Syllabus Experiment
20% - participation
40% - 8 unit tests
30% - daily homework / activities / assignments
10% - quizz...
The Research Paper Experiment
Content (20 points) – length, appropriate for
audience, central point, organized, relevant
i...
How do students in your courses get
feedback on their progress prior to
getting graded?
Formative vs. Summative Assessment
Autopsy vs. Checkup
Low Stakes vs. High Stakes
Practice vs. The Big Event
Entry & Exit Tickets
(Socrative.com)
Assessment & Academic Honesty
• Formative assessment
• Increased self-efficacy through “early wins”
• Frequent testing and...
“There are only so many hours in the
day. How does a normal, human
being/teacher provide students with
ample formative fee...
Feedback Sources
• Instructor
• Peer
• Self
• Computer-generated
• Computer-generated & adaptive
• People beyond the acade...
Culture of earning
vs
Culture of Learning
Assessment ofLearning
Assessment forLearning
Assessment asLearning
Mediator Effectiveness Hypothesis
(Pyc & Rawson, 2010)
http://www.sciencemag.org/content/330/6002/335.abstract
“test restu...
learning
experience
feedback
on progress
learner
monitors
this
feedback
learner
adjusts
thoughts or
actions
Assessment as Learning Questions
• Why am I learning this?
• What is my prior knowledge about it?
• How can I grow in my k...
What is the role of the teacher?
Design
Demonstrate
Mirror
Mentor
A Tour of Assessment Types
Competency-based Assessment
1. It provides more granular feedback on
student learning.
2. It gives students feedback they ...
Narrative Assessment
1. Be conversational, but professional.
2. Keep the goal in mind.
3. Make sure that your feedback is ...
Peer Assessment
1. They need a shared vocabulary.
2. They need to know what to focus upon in
their feedback.
3. They need ...
Self-Assessment
• They need a checklist or guide at first.
• They need modeling.
• They to keep the end goal in mind.
Portfolio Assessment
• Shows progress over time.
• Provide “artifacts” that demonstrate learning.
• Involves / engages stu...
Authentic Assessment
• Increases the transfer of knowledge to
contexts outside of the class/school.
• Increases student mo...
High-Impact Learning Through
Assessment
Dr. Bernard Bull
bernard.bull@cuw.edu
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
High impact learning with assessment
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High impact learning with assessment

  1. 1. High-Impact Learning Through Assessment Dr. Bernard Bull bernard.bull@cuw.edu
  2. 2. What are the most important questions to answer if you want to provide a high-impact learning experience?
  3. 3. The 5 Most Important Questions for Designing a High-Impact Learning Experience 1. Who are the learners (individually and collectively)? 2. What do they need to learn? 3. How will I know when/if they learned it? 4. How will they get frequent and meaningful feedback on their progress? 5. How will I help them learn it?
  4. 4. To what extent do you have a culture of learning versus a culture of earning?
  5. 5. The Syllabus Experiment 20% - participation 40% - 4 exams 30% - daily homework / activities / assignments 10% - quizzes
  6. 6. Syllabus for a Doctrine Course 40% Reading Response Papers 20% Midterm Exam 40% Final Exam
  7. 7. New Testament History Syllabus • Paper I 20% • Paper II 20% • Paper III 20% • Paper IV 40%
  8. 8. The Syllabus Experiment 20% - participation 40% - 4 unit tests 30% - daily homework / activities / assignments 10% - quizzes Unit Test Scores – 40, 80, 90, 95, = 76% Unit Test Scores – 85, 85, 85, 85 = 85%
  9. 9. The Syllabus Experiment 20% - participation 40% - 8 unit tests 30% - daily homework / activities / assignments 10% - quizzes What is the highest possible grade while knowing little? What is the lowest possible grade while knowing a great deal?
  10. 10. The Research Paper Experiment Content (20 points) – length, appropriate for audience, central point, organized, relevant information Visual Aids (20 points) Sources (30 points) – relevant and scholarly, proper citations, etc. Mechanics & Format (20 points) – spelling and grammar, etc. http://emedia.leeward.hawaii.edu/hurley/Ling102web/Research-Report/RR5_rubric.pdf
  11. 11. How do students in your courses get feedback on their progress prior to getting graded?
  12. 12. Formative vs. Summative Assessment
  13. 13. Autopsy vs. Checkup
  14. 14. Low Stakes vs. High Stakes
  15. 15. Practice vs. The Big Event
  16. 16. Entry & Exit Tickets (Socrative.com)
  17. 17. Assessment & Academic Honesty • Formative assessment • Increased self-efficacy through “early wins” • Frequent testing and assessment • Praise mastery instead of performance
  18. 18. “There are only so many hours in the day. How does a normal, human being/teacher provide students with ample formative feedback?”
  19. 19. Feedback Sources • Instructor • Peer • Self • Computer-generated • Computer-generated & adaptive • People beyond the academy
  20. 20. Culture of earning vs Culture of Learning
  21. 21. Assessment ofLearning Assessment forLearning Assessment asLearning
  22. 22. Mediator Effectiveness Hypothesis (Pyc & Rawson, 2010) http://www.sciencemag.org/content/330/6002/335.abstract “test restudy practice” 54% versus 34%
  23. 23. learning experience feedback on progress learner monitors this feedback learner adjusts thoughts or actions
  24. 24. Assessment as Learning Questions • Why am I learning this? • What is my prior knowledge about it? • How can I grow in my knowledge or skill in this area? • How am I doing? • What do I understand well? • What am I misunderstanding? • What mistakes am I making? • What do I need to do to adjust…to improve my knowledge or skill?
  25. 25. What is the role of the teacher? Design Demonstrate Mirror Mentor
  26. 26. A Tour of Assessment Types
  27. 27. Competency-based Assessment 1. It provides more granular feedback on student learning. 2. It gives students feedback they can use. 3. It increases student/instructor awareness of strengths and gaps in learning.
  28. 28. Narrative Assessment 1. Be conversational, but professional. 2. Keep the goal in mind. 3. Make sure that your feedback is focused on the goal. 4. Include examples and illustrations. 5. Give suggestions.
  29. 29. Peer Assessment 1. They need a shared vocabulary. 2. They need to know what to focus upon in their feedback. 3. They need clear expectations. 4. They need practice and modeling. 5. It is easy to do with Good Drive / Google Docs or your Learning Management System.
  30. 30. Self-Assessment • They need a checklist or guide at first. • They need modeling. • They to keep the end goal in mind.
  31. 31. Portfolio Assessment • Shows progress over time. • Provide “artifacts” that demonstrate learning. • Involves / engages students in the assessment process.
  32. 32. Authentic Assessment • Increases the transfer of knowledge to contexts outside of the class/school. • Increases student motivation. • Is best created by asking, “What is the best possible evidence that….?”
  33. 33. High-Impact Learning Through Assessment Dr. Bernard Bull bernard.bull@cuw.edu

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