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Assessment Keynote
This document discusses teaching and learning goals, methods, and outcomes. It questions traditional approaches that focus solely on knowledge transfer and completion goals, suggesting alternative goals like personal growth, creative thinking, humility and helping others. It critiques measuring success by adherence to rules alone and advocates allowing for deviation. It argues that how we design learning - what we measure and the rules we set - impacts who can succeed and perpetuates existing power structures. It calls for rethinking syllabi, pedagogy and definitions of success to focus less on completion and more on curiosity, pace and path personalization, and getting learning design right to be inclusive of all.
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Assessment Keynote
- 2. Which one ofthe following 5 is least like the others? Cow, tiger, snake, bear, dog
- 3. Assessment What are ourgoals, actually? Jess Mitchell Sr. Mgr. Research + Design @jesshmitchell jmitchell@ocadu.ca
- 4. Why do youteach?
- 5. Why do youteach? •Are you hoping to transfer knowledge •To build skills •To transfer a bunch of facts •To help people think •To help people become more ethical, accountable •To help people learn how to learn – and expect they will do this evermore •To continue learning yourself
- 6. Who are weteaching?
- 7. When we teach,do we aim to do no harm?
- 8. When we teach,do we design inclusively?
- 9. You’re a designer Yes Doyou make decisions?
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- 11. We all areDesigners of this world we are all part of the revolution …or else the status quo
- 12. What is yourtolerance for the FALSE POSITIVE?
- 13. Are you moreconcerned with Billy than you are with the FALSE NEGATIVE?
- 14. If we cannothave a perfect predictor, what is the error rate that we will tolerate?
- 15. Who is accountable? Whois responsible? Where does the buck stop? What is YOUR moral responsibility?
- 16. power asymmetries racial dynamics mentalhealth considerations and other challenges
- 18. When do weapply ethics?
- 19. What you measureis what you value # of logins Time of submission “success” / absence of failure Completion “diversity”
- 21. how you measureit is your bias What you do with it is your ‘design decision’
- 23. Would we recognizelearning if we saw it?
- 24. Be creative Try, Fail,Learn from it? Practice critical thought? Learn how to work with others? Learn how to productively critique
- 26. Control We like structure. Weoften fall back on it when we’re most unsure.
- 27. Conundrum Rubrics tell us:Adherence to the rule is success; deviation from the rule is failure.
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- 31. BASELINE GOALS WEEK1 Why are you here? Is there a specific thing you expect to learn, practice, know at the end of this class? How will you measure success? What are your learning goals? How do you propose to do this? What support do you need? What evidence will you provide that you have achieved your goals. How will you tackle mistakes and failures How is online learning different? • What are 5 things that are better? • What are 5 things that are worse? What is one thing about you that I should know that I can’t tell by seeing you online? If you are comfortable, please share a photo so I can learn your name faster.
- 32. REFLECTION BOOK DUEEACH WEEK (12 TOTAL) Each week that we have class please reflect on the following questions: What stood out for you today in class, what stuck? What questions remain? What are 3 ‘exam’ questions you would create from the materials and the class? How can I improve your learning in the class? How can you improve your learning in the class? What is new vocabulary from this weeks’ experiences, readings, discussions?
- 34. Deviation is Failure Manysyllabi are the rules by which we measure success or failure. Adherence to the rule is success; deviation from the rule is failure.
- 35. The Potential HarmWe Cause with the Game Achieve Opportunities Career/Success
- 36. There really isno substitute for experience …except privilege
- 37. The Game Achieve Career/Success Opportunities Socio-economicstatus, postal code, immigration status, vocabulary of your parents, money, time, race
- 38. do you measure? Personalgrowth Trying something new Confidence Stepping outside of comfort Creative connections Humility Applying concepts Judgement Helping another student Ah-ha moments
- 39. Whose rules? Adherence tothe rule is success; deviation from the rule is failure. We measure what we value. Who is deciding what to measure?
- 40. Who do therules limit? We all are limited by rules No exceptions You must report on your department’s success using these measures Only English speakers can learn from this material Only graduate students can take this course Your thoughts must be organized in a 5 paragraph essay You cannot use Wikipedia as a reference
- 41. Failure Adherence to therule is success; deviation from the rule is failure. With this: We fail to go anywhere. We often fall back on the way it has always been Ccomfortable ruts of thinking and doing We are perpetuating the status quo
- 42. how we designmatters; and every decision is a design decision
- 43. What if adherenceto the rules is failure and deviation is success?! What failure should be: adherence to a rule knowing without thinking (memorization)
- 44. What is Failurethen? Adherence to too much structure
- 45. What is Successthen? Just enough structure Personal control
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- 48. What has COVIDtaught us?
- 49. beware the binary bewarecertainty beware completion beware idolatry
- 50. how we designmatters; and every decision is a design decision
- 51. • Pace, Path,Content, Delivery Method • text, visual, sonification, video… • individual, group, didactic, participatory • Motivation – external, internal, positive, nega • Social support – peer, instructor, other • Degree of structure
- 52. H o wC a n I d o t h i s ? • think about the edge | outliers and wonder how you impacted them • can you let the student decide – personalize and humanize education • think about design decisions — brilliant or exclusionary • Worry about getting it wrong
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- 55. Your work begins now ...andit never ends...
- 57. IQ: Which oneof the following 5 is least like the others? Cow, tiger, snake, bear, dog
- 58.