Asenavage edu 880 assessment and evaluation in college classes [autosaved]


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Asenavage edu 880 assessment and evaluation in college classes [autosaved]

  1. 1. Assessment and Evaluation in College Classes<br />Karen Asenavage<br />LEAD 880<br />May 15, 2011<br />
  2. 2. How were you assessed in your college classes?<br /><ul><li>Multiple choice
  3. 3. Short-Answer
  4. 4. Research Papers
  5. 5. Projects</li></li></ul><li>How did it feel to be assessed?<br />Did your instructor really know what you knew?<br />Were you evaluated fairly?<br />What did you remember after the assessments?<br />Did you change as a result of the teaching and learning?<br />How are you assessing your students now?<br />
  6. 6. Outcomes of this learning experienceare to:<br />Consider your past learning, assessment, and evaluation experiences.<br />Define learning and evaluation in higher education.<br />Identify and deconstruct assessments and evaluations which were successful and why.<br />Consider someassessment and evaluation practices and tools that encourage learning in higher education<br />Design or redesign an assessment and an evaluation for a course you are teaching or have recently taken.<br />
  7. 7. Learning<br />Learning entails primarily <br />intellectual and personal changes<br />that people undergo as they develop new <br />understandings and reasoning abilities. <br />(Bain, 2004, p. 153)<br />It is developmental not merely acquisition <br />or strategy development.<br />
  8. 8. Evaluation<br /> Obtaining evidence about learning that has and is taking place and<br />Communicatingwith a student about how learning is developing and the changes that are taking place. <br />Resulting in teachers…<br />
  9. 9. Modifyingteaching and evaluation to progress learning and change making it more effective.<br /> …Focusing upon learning encourages change and development for the student and the teacher.<br />
  10. 10. What was the most effective assessment of your learning that you have ever had? Why?<br /> Did it evaluate your learning and the professor’s teaching or both?<br />Have you ever evaluated a professor in a form other than a questionnaire?<br />
  11. 11. Practices of Student Assessment and Evaluation<br />Know students.<br />Communicate regularly. <br />Communicate in different venues.<br />Gather information to help you develop them:<br />Surveys<br />Summaries of learning<br />Questions students have<br />Small groups<br />
  12. 12. Learning objectives shape the nature of the instruction and the assessment.<br />If a learning goal is for students to evaluate and synthesize from several sources and apply that to a case in their profession…is a written short answer or multiple choice exam the best way to gain evidence of their learning?<br />
  13. 13. The primary goal of evaluation and assessment is to help students learn to think about their own thinking so that they can use the standards of the discipline or profession to recognize shortcomings and correct their reasoning as they go.<br />(Bain, 2004, p. 160)<br />
  14. 14. Teacher Assessment and Evaluation<br />Consideryour own teaching…<br />…Does the teaching (you do) help and encourage students to learn in ways that make a sustained, substantial and positive difference (change) in the way they think, act, or feel without doing them harm?<br /> (Bain, 2004, p. 164)<br />
  15. 15. Four Key Evaluative Questions<br />1) Is the material worth learning?<br />2) Are my students learning what the course is supposedly teaching?<br />3) Am I helping and encouraging students to learn?<br />4) Have I harmed my students in the learning process?<br /> (Bain, 2004, p. 164)<br />
  16. 16. Practices of Teacher Assessment and Evaluation<br />Students<br /><ul><li>Questionnaires
  17. 17. Focus groups
  18. 18. Assessment results</li></ul>Teachers<br /><ul><li>Portfolios
  19. 19. Journaling
  20. 20. Reflective Practice</li></ul>Peers<br /><ul><li>Review and comment on learning objectives and assignments
  21. 21. Observations and conversations</li></li></ul><li>A teacher should think about teaching as a serious intellectual act, a kind of scholarship, acreation; he or she should then develop a case, complete with evidence, exploring the intellectual meaning and qualities of that teaching. <br /> (Bain, 2004, p. 169)<br />
  22. 22. Factors that effect evaluation<br />Asking the wrong questions<br />Student level<br />Student motivation<br />Elective or requirement<br />Type of evaluation<br />Time of day or semester<br />
  23. 23. Excellent teachers develop their abilities through constant self-evaluation, reflection, and the willingness to change.<br />Learning and evaluation in the college classroom is about change in the student and in the instructor.<br />
  24. 24. Learning/Assessment Activity<br />Consider a course you are currently teaching, or one which you have recently completed. <br /><ul><li>Design or redesign an assessment and an evaluation based upon both the reading (Bain, 2004) your experience, evidence, reflection, and any other relevant resources.
  25. 25. Explain why your assessment and evaluation are improvements over those utilized previously in the course.</li></li></ul><li>References and Resources<br /><ul><li>Angelo, T. & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers. New York: JosseyBass.
  26. 26. Bain, Ken. (2004). What the Best College Teachers Do. Cambridge: Harvard University Press.
  27. 27. Bresciani, M.& Wolff, R. (2006). Outcomes-Based Academic and Co-Curricular Program Review. New York: Stylus.
  28. 28. Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. New York: JosseyBass.
  29. 29. Middaugh, M. (2009). Planning and Assessment in Higher Education: Demonstrating institutional Effectiveness. New York: JosseyBass.
  30. 30. University of Adelaide. (2011). Center for Learning and Professional Development.</li>