Weekly Workshop: Assessment


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Spring 2013 Teaching and Learning Workshops:

May 14, 2013
Peter Newbury


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Weekly Workshop: Assessment

  1. 1. CTD WEEKLY WORKSHOPS:ASSESSMENTPeter NewburyCenter for Teaching Development,University of California, San Diegopnewbury@ucsd.edu @polarisdotcactd.ucsd.edu #ctducsdresources: http://tinyurl.com/AssessmentSp2013May 14, 2013 11:00 – 11:50 amCenter Hall, Room 316
  2. 2. We know How People LearnAssessment2…and what that means for teaching [1]:1. Teachers must draw out and work with the pre-existing understanding that their students bring withthem. Classrooms must be learner centered.2. Teachers must teach some subject matter in depth,providing many examples in which the same conceptis at work and providing a firm foundation offactual knowledge.3. The teaching of metacognitive (“thinking aboutthinking”) skills should be integrated into thecurriculum in a variety of subject areas.
  3. 3. Scholarly approach to teaching:Assessment3Carl WiemanScience Education InitiativeWhat shouldstudentslearn?What arestudentslearning?What instructionalapproacheshelp studentslearn?learningoutcomes(goals, objectives)
  4. 4. Learning outcomes, recall,…Assessment4 are statements that complete the sentence, “By thisend of this lesson/unit/course, you will be able to…” begins with an action verb, typically chosen by thecognitive Bloom’s Level of the outcome (remember,comprehend, apply, analyze, evaluate, create) clarify to the students and to the instructors thewhat it means to “understand” the concept[Intro Astronomy] deduce from patterns in the properties ofthe planets, moons, asteroids and other bodies that the SolarSystem had single formation event.
  5. 5. Scholarly approach to teaching:Assessment5Carl WiemanScience Education InitiativeWhat shouldstudentslearn?What arestudentslearning?What instructionalapproacheshelp studentslearn?assessment
  6. 6. Vocabulary check: assessmentAssessment6is that which gives a finaljudgment of evaluation ofproficiency, such as grades orscores.(How Learning Works, p. 139)explicitly communicates tostudents about some specificaspects of their performancerelative to specific targetcriteria, and … providesinformation that helps studentsprogress toward meeting thosecriteria…[It] informs students’subsequent learning.(How Learning Works, p. 139)formative assessmentsummative assessment
  7. 7. Feedback and Practice thatEnhance Learning [2]Assessment7Solution: Goal-directed practice coupled with targetedfeedback are critical to learning.Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
  8. 8. Feedback and Practice thatEnhance Learning [2]Assessment8Solution: Goal-directed practice coupled with targetedfeedback are critical to learning.[G]oals can direct the nature of focused practice, providethe basis for evaluating observed performance, and shapethe targeted feedback that guides students’ future efforts.[p. 127][T]argeted feedback gives students prioritized informationabout how their performance does or does not meet thecriteria so they can understand how to improve their futureperformance.[p. 141]
  9. 9. Feedback and Practice thatEnhance Learning [2]Assessment9Solution: Goal-directed practice coupled with targetedfeedback are critical to learning. practice is goal-directed productive practice timely feedback feedback at appropriate level
  10. 10. Aside: exploring these characteristicsAssessment10 analogyStudents come to the classroom with preconceptionsabout how the world works…Teachers must draw outand work with the preexisting understandings that theirstudents bring with them. (How People Learn [1]) contrasting casesTeachers must teach some subject matter in depth,providing many examples in which the same concept isat work and providing a firm foundation of factualknowledge(How People Learn [1])
  11. 11. ScenariosAssessment11feedback atappropriate levelfeedback not atappropriate levelproductive practice unproductive practicepractice is goal-directed practice not goal-directedtimely feedback untimely feedbackFind the person with the samecolored sheet as you. Fill outthe sheet together.
  12. 12. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobby________________education__________________
  13. 13. Productive Practice Unproductive Practicesport/hobby________________education__________________
  14. 14. Practice Goal-directed Practice not Goal-directedsport/hobby________________education__________________
  15. 15. Timely Feedback Untimely Feedbacksport/hobby________________education__________________
  16. 16. Assessment16
  17. 17. What kind of assessment introduces and supportsgoal-directed, productive practice while givingtimely feedback at an appropriate level?Assessment17
  18. 18. CTD Weekly Workshops: Assessmenttinyurl.com/AssessmentSp2013Robert Talberttinyurl.com/RobertTalbertRubricPoster and Presentation Grading Rubric
  19. 19. Rubrics…Assessment19 goal-directed[G]oals can direct the nature of focused practice,provide the basis for evaluating observedperformance, and shape the targeted feedback thatguides students’ future efforts. targeted feedback[T]argeted feedback gives students prioritizedinformation about how their performance does ordoes not meet the criteria so they can understandhow to improve their future performance.
  20. 20. Rubrics…Assessment20 need to be given BEFORE and BUILT INTO assignment outline what it takes to improve: path to improvement offer an appropriate level of challenge (defined bythe learning outcomes) support growth mindsets (see Dweck [3]) give students opportunities to practice beingmetacognitive
  21. 21. Take Away:Assessment21Plan your courseby synchronizing andaligning your learningoutcomes, activities andassessments.What shouldstudentslearn?What arestudentslearning?What instructionalapproacheshelp studentslearn?
  22. 22. ReferencesAssessment221. National Research Council (2000). How People Learn: Brain, Mind,Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.Cocking (Eds.),Washington, DC: The National Academies Press.2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K.(2010). How Learning Works. San Fransisco: Jossey-Bass.3. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American,18, 6, 36-43.