This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the art and science of using questions, assessments and feedback to empower learners. This deck, from www.obrussa.com, gives a non-technical overview for teachers and parents.
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the art and science of using questions, assessments and feedback to empower learners. This deck, from www.obrussa.com, gives a non-technical overview for teachers and parents.
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
13 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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CTD Spring 2015 Weekly Workshop: Assessment that supports learning
1. on target by hans_s on flickr CC-BY-ND
Assessment that supports learning1
What do you notice?
What do you wonder?
2. Peter Newbury, Ph.D.
Center forTeaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca #ctducsd ctd.ucsd.edu
CTD Weekly Workshops:
Assessment that Supports Learning
Unless otherwise noted, content is licensed under a Creative CommonsAttribution-Non Commercial 3.0 License.
resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2015/
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3. Scholarly approach to teaching:
Learning Outcomes3
CarlWieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
learning
outcomes
(goals, objectives)
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
4. Learning outcomes…
Assessment that supports learning4
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…”
Determine the qualitative behavior of an
autonomous system by means of an analysis of
behavior near critical points. Sketch typical
solutions by hand. (MATH 20D)
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:
Learning Outcomes5
CarlWieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
learning
outcomes
(goals, objectives)
assessment
active learning,
peer instruction
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
6. Vocabulary check: assessment
summative assessment formative assessment
Assessment that supports learning6
is that which gives a final
judgment of evaluation of
proficiency,such as grades or scores.
(How LearningWorks, 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 LearningWorks, p. 139)
7. Summative assessments are
aligned with learning outcomes
Assessment that supports learning7
Determine the qualitative behavior of an
autonomous system by means of an analysis of
behavior near critical points. Sketch typical
solutions by hand. (MATH 20D)
Exam question: Determine the qualitative behavior of this
system and sketch typical solutions.
dx/dt = x
dy/dt = y
8. Vocabulary check: assessment
summative assessment formative assessment
Assessment that supports learning8
is that which gives a final
judgment of evaluation of
proficiency,such as grades or scores.
(How LearningWorks, 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 LearningWorks, 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 CCExcellent Shot byVarsity 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 learning13
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 atAppropriate Level Feedback not atAppropriate Levelsport/hobbyteachingandlearning
Assessment that supports learning14
17. Timely Feedback Untimely Feedbacksport/hobbyteachingandlearning
Assessment that supports learning17
18. Assessment that supports learning18
What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
19. Assessment that supports learning19
Wait, what is this called again?
A) a rubric
B) a grading scheme
C) a marking scheme
D) I have another name for it
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
22. Assessment that supports learning
RobertTalbert
tinyurl.com/RobertTalbertRubric22
components
of project
summative
assessment
descriptions so students
know where they are
(helps with grading, too)
and how to get better
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. Recall “How People Learn”
Assessment that supports learning24
Key Finding A“metacognitive”approach to instruction can help
students learn to take control of their own learning by defining
learning goals and monitoring their progress in achieving them.
Implications for teaching The teaching of metacognitive
skills should be integrated into the curriculum in a variety of
subject areas.
Classroom Environments Formative assessments —
ongoing assessments designed to make students’thinking visible to
both teachers and students — are essential.
25. Big picture for course design
Assessment that supports learning25
CarlWieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What should
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,
assessments (both formative
and summative) and
instructional activities.
26. References
Assessment26
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 LearningWorks. San Fransisco: Jossey-
Bass.