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Formative Assessment: What STEM
professors think they’re teaching & what
students think they’re learning.
Katherine Yngve,...
Types of Assessment
Summative
Purpose is to gather feedback
which will be helpful to both
student & instructor in the
lear...
Session Overview
Beloit College
What the Curriculum & Students Say
• Life-long Learning
– Study Abroad Learning Goals
• Se...
Beloit Curriculum:
Life-Long Learning Skills
Experiences outside the classroom that
allow students to:
“connect, adapt, an...
Preparation for Life-Long Learning
Beloit First Year Seminars
Encounter and Exploration – campus, mission,
curriculum
Ag...
Life-Long Learning:
Beloit Study Abroad Learning Goals
new perspectives on studies
intercultural competencies and
commun...
First-Year
seminar
Study
Abroad
Post-SA
Essays
Study Abroad
Plan
1.
Students Develop
Agency &
Communication Skills
2.
Stud...
Rubrics used by
• Applicants: To prepare a study abroad plan
• Faculty: To evaluate the plans
• Faculty/staff/student team...
Study Abroad Application Prompt 1:
Learning Goals
A. State three to five things you hope to
learn abroad.
B. How will your...
Study Abroad Application Prompt 2:
Connection to Studies
Connection to Studies
How will the study abroad you propose
build...
What Research Shows
• Life-long learning skills advance more during study abroad
than intercultural competency
Analysis of...
Impacts of Formative Assessment
International Symposium content
Connections
to Studies
Cultural /
Intercultural
Learning
Q...
Impacts of Formative Assessment
International Symposium content sources
Field /
Independent
Research or
Course Project
Inf...
Group-work Task A
1. Read and score application essays using the rubric
labeled “original.” What feedback would you give
t...
Purdue Core Curriculum (2012 - 2015)
Assessing Faculty-Led Programs
What will your short-term program teach?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AG (11) CLA (18) EDU (8) ENG (10) HHS...
What will your short-term program teach?
 College of Agriculture
 Teamwork
 Civic Engagement
 College of Liberal Arts
...
Selected Formative Assessment Tools
MAXSA Handbook
• Language (Learning)
Strategy Survey
• Culture (Learning) Strategy
Sur...
Group-Work Task B
1) Select a program description & review the 6
elements of both AAC&U rubrics in packet.
2) Identify 2-3...
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Education Abroad and Formative Outcomes Assessment: What Professors Think They're Teaching and What Students Think They're Learning

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Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.

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Education Abroad and Formative Outcomes Assessment: What Professors Think They're Teaching and What Students Think They're Learning

  1. 1. Formative Assessment: What STEM professors think they’re teaching & what students think they’re learning. Katherine Yngve, Purdue University Elizabeth Brewer, Beloit College
  2. 2. Types of Assessment Summative Purpose is to gather feedback which will be helpful to both student & instructor in the learning process. • Learning Style Inventories • Quiz • Homework • Reflection Essay or Activity • Interview/Observation w/ Feedback • Portfolio • Rubric Formative Purpose is to measure the level of proficiency which has been gained due to an instructional unit or intervention. • Final Exam • Pre/Post Survey • Capstone Project • Term Paper; Senior Recital, etc. • Portfolio • Rubric
  3. 3. Session Overview Beloit College What the Curriculum & Students Say • Life-long Learning – Study Abroad Learning Goals • Sequential, Iterative Assessment • Essay Prompts • What the Research Shows • Hands-On Activity: Assessing Essays Purdue University What Profs Think They’re Teaching • Embedded Learning & the UG Core Curriculum • Intercultural Learning Rubric • What the Research Shows • Hands-On Activity: Assessment Tools to Move the Learning Needle Debriefs & Discussion as time allows!
  4. 4. Beloit Curriculum: Life-Long Learning Skills Experiences outside the classroom that allow students to: “connect, adapt, and apply knowledge and skills gained in one setting to new contexts”
  5. 5. Preparation for Life-Long Learning Beloit First Year Seminars Encounter and Exploration – campus, mission, curriculum Agency – putting students in charge of their path through college Higher-Order Communication Skills – writing and speaking Social Identities – self, others, communities Reflection
  6. 6. Life-Long Learning: Beloit Study Abroad Learning Goals new perspectives on studies intercultural competencies and communication skills engage with situations and questions that challenge assumptions and values, articulate cultural experience learn about and from host environments
  7. 7. First-Year seminar Study Abroad Post-SA Essays Study Abroad Plan 1. Students Develop Agency & Communication Skills 2. Students Identify Learning Goals & Connections to Studies 3. Students Execute & Adjust Plans4. Students Reflect: What, Why, How? So What? What Next? Stages in Formative Assessment
  8. 8. Rubrics used by • Applicants: To prepare a study abroad plan • Faculty: To evaluate the plans • Faculty/staff/student teams: To assess the development of life-long learning skills as evidenced in post-study abroad reflective essays
  9. 9. Study Abroad Application Prompt 1: Learning Goals A. State three to five things you hope to learn abroad. B. How will your choice of university/program and location help you achieve your goals? C. How might differences in educational philosophy and/or delivery affect your ability to achieve your goals?
  10. 10. Study Abroad Application Prompt 2: Connection to Studies Connection to Studies How will the study abroad you propose build on your education to date as well as connect to your education when you return to campus? Note: There are four prompts. The others focus on preparation and social identities
  11. 11. What Research Shows • Life-long learning skills advance more during study abroad than intercultural competency Analysis of post-study abroad reflective essays • Asking SA applicants to identify their own learning goals and make connections to studies has helped them make stronger connections between study abroad and their studies on campus Analysis of presentations on study abroad experiences in an annual international symposium • Students are better able to articulate their learning if given chances post-study abroad for reflection and dialogue Analysis of reflective writing
  12. 12. Impacts of Formative Assessment International Symposium content Connections to Studies Cultural / Intercultural Learning Questioning own Assumptions / Values Host Country / Site 2014 96% 60% 36% 92% 2002 32% 68% 4% 96% Analysis of 387 abstracts
  13. 13. Impacts of Formative Assessment International Symposium content sources Field / Independent Research or Course Project Informal Observation Internship 2014 68% 28% 8% 2002 44% 48% 8%
  14. 14. Group-work Task A 1. Read and score application essays using the rubric labeled “original.” What feedback would you give the student? 2. Compare the original and new prompts and rubrics. Do the changes make sense? Are the new prompts clearer? 3. Brainstorm ideas for how your organization/institution could help students exercise agency around study abroad and articulate their plans.
  15. 15. Purdue Core Curriculum (2012 - 2015)
  16. 16. Assessing Faculty-Led Programs
  17. 17. What will your short-term program teach? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% AG (11) CLA (18) EDU (8) ENG (10) HHS (5) MGMT (5) TECH (12) World Comm Curious Open Self-Aware Empathy
  18. 18. What will your short-term program teach?  College of Agriculture  Teamwork  Civic Engagement  College of Liberal Arts  Comfort with Difference  Knowledge of Intercultural Theory  Social Justice Orientation  College of Education  Social Justice Orientation  Comfort with Difference  College of Engineering  Teamwork  Knowledge of Intercultural Theory  Civic Engagement  College of Health & Human Sciences  Teamwork  College of Technology  Teamwork  College of Management  Teamwork
  19. 19. Selected Formative Assessment Tools MAXSA Handbook • Language (Learning) Strategy Survey • Culture (Learning) Strategy Survey • Culture Mapping Survey • Stress Factors Inventory • You as a Culturally Diverse Person Other sources • Kolb Learning Style Inventory • Cross-Cultural Adaptability Index • Intercultural Effectiveness Scale • Intercultural Conflict Style Inventory • Hofstede Centre Culture Compass • My Cultural Awareness Profile (for teachers; by NAFSA) • Rubin’s Behavioral Observation Rubric • Foreign Language Classroom Anxiety Scale • Liebowitz’ Social Anxiety Scale • Multi-factor Leadership Questionnaire • Scale of Ethno-cultural Empathy
  20. 20. Group-Work Task B 1) Select a program description & review the 6 elements of both AAC&U rubrics in packet. 2) Identify 2-3 rubric items that this particular course addresses (e.g. “Curiosity” or “Action & Reflection”) 3) Review the formative assessment tools on offer 4) Jointly select at least two assessment tools that your group believes will move the students forward on at least one objective 5) Be prepared to defend your selection of the tools in open forum debrief!

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