CTD Fa14 Weekly Workshop: Assessment that supports learning
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Peter Newbury Center for Teaching Development UC San Diego ctd.ucsd.edu November 5, 2014
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CTD Fa14 Weekly Workshop: Assessment that supports learning
- 1. on target by hans_s on flickr CC-BY-ND Assessment that supports learning 1 What do you notice? What do you wonder?
- 2. CTD Weekly Workshops: Assessment that Supports Learning Unless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License. Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu resources: ctd.ucsd.edu/programs/weekly-workshops-fall-2014/ please sign in November 5, 2014
- 3. Scholarly approach to teaching: Assessment that supports learning 3 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes What students learn? What are students learning? What instructional approaches help students learn?
- 4. Learning outcomes… Assessment that supports learning 4 clarify to the students and to the instructors the what it means to “understand” each concept are statements that complete the sentence, “By this end of this lesson/unit/course, you will be able to…” begins with an action verb, typically chosen by the cognitive Bloom’s Level of the outcome (remember, comprehend, apply, analyze, evaluate, create)
- 5. Scholarly approach to teaching: Assessment that supports learning 5 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes how people learn, alternatives to lecture What students learn? What are students learning? What instructional approaches help students learn?
- 6. We know How People Learn Assessment that supports learning 6 …and what it means for teaching[1]: 1.Teachers must draw out and work with the pre- existing understanding that their students bring with them. Classrooms must be learner centered. 2.Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work, providing a foundation of factual knowledge. 3.The teaching of metacognitive skills (“thinking about thinking”) should be integrated into the curriculum.
- 7. Scholarly approach to teaching: Assessment that supports learning 7 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes assessment What students learn? What are students learning? What instructional approaches help students learn? how people learn, alternatives to lecture
- 8. Vocabulary check: assessment summative assessment formative assessment Assessment that supports learning 8 is that which gives a final judgment of evaluation of proficiency, such as grades or scores. (How Learning Works, p. 139) explicitly communicates to students about some specific aspects of their performance relative to specific target criteria, and … provides information that helps students progress toward meeting those criteria…[It] informs students’ subsequent learning. (How Learning Works, p. 139)
- 9. Feedback and Practice that Enhance Learning (How Learning Works) 9 When Practice Does Not Make Perfect… Students’ writing in public policy course Assessment that supports learning The instructors don’t recognize their own expertize, fail to give useful practice and feedback. expert blindness curse of knowledge They Just Do Not Listen! Students’ presentations in medical anthropology course
- 10. Feedback and Practice that Enhance Learning (How Learning Works) 10 Goal-directed practice coupled with targeted feedback are critical to learning. [3] Assessment that supports learning Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC
- 11. Feedback and Practice that Enhance Learning (How Learning Works) 11 Goal-directed practice coupled with targeted feedback are critical to learning. [3] Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. [p. 127] Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. [p. 141] Assessment that supports learning
- 12. Feedback and Practice that Enhance Learning (How Learning Works) 12 Goal-directed practice coupled with targeted feedback are critical to learning. [3] practice is goal-directed productive practice timely feedback feedback at appropriate level Assessment that supports learning
- 13. Scenarios Assessment that supports learning 13 feedback at appropriate level feedback not at appropriate level productive practice unproductive practice practice is goal-directed practice not goal-directed timely feedback untimely feedback In a moment but not yet, find 2 or 3 others with the same colored sheet as you. Together, think of examples/scenarios of both contrasting cases, in sports/hobbies and in teaching and learning.
- 14. Feedback at Appropriate Level Feedback not at Appropriate Level sport/hobby teaching and learning Assessment that supports learning 14
- 15. Productive Practice Unproductive Practice sport/hobby teaching and learning Assessment that supports learning 15
- 16. Practice Goal-directed Practice not Goal-directed sport/hobby teaching and learning Assessment that supports learning 16
- 17. Timely Feedback Untimely Feedback sport/hobby teaching and learning Assessment that supports learning 17
- 18. Assessment that supports learning 18 What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice?
- 19. Assessment that supports learning 19
- 20. 20 In your opinion, this grading scheme is A)a summative assessment B)a formative assessment C)neither D)both Assessment that supports learning
- 21. Assessment that supports learning Robert Talbert tinyurl.com/RobertTalbertRubric 21 components of project summative assessment descriptions so students know where they are (helps with grading, too) and how to get better
- 22. Assessment that supports learning Robert Talbert tinyurl.com/RobertTalbertRubric 22
- 23. Rubric = path to improvement 23 goal-directed Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. targeted feedback Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. Students need to be aware of the rubric (and using it) throughout the assignment/project (that is, not just a grading scheme at the end.) Assessment that supports learning
- 24. Big picture for course design Assessment that supports learning 24 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What students learn? What are students learning? What instructional approaches help students learn? Design each activity, each class, and your entire course by establishing and aligning the learning outcomes, instructional activities, and assessments (both formative and summative.)
- 25. References Assessment 25 1.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.