The document summarizes feedback from groups assessing a student sample using two different rubrics for critical thinking. For the CT VALUE rubric, groups noted issues with the assignment not requiring critical thinking skills. Most scores were in the lower milestones. For the BHCC rubric, groups had difficulty applying some criteria and noted the assignment did not allow for opposing viewpoints. Most scores were in the lower levels, with comments that the student did not demonstrate understanding of key concepts. Both rubrics revealed limitations of the assignment in fully assessing the student's critical thinking abilities.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
Mc qs b.ed and principles of teaching for head ship test etc_ver-a-nov10-2015 Sabeeta Lohana
This document contains a collection of multiple choice questions (MCQs) intended for tests related to positions like Headmaster or Deputy Headmaster that may include aspects of education courses. It was prepared by Muhammad Safee Ur Rehman Barlas, who has various academic qualifications and experience teaching physics and math. The questions cover topics like educational measurement, evaluation, test construction, and other principles of teaching. Contact information is provided to report any errors found in the notes.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
This document provides information about Writing 122: College Composition, a course offered in the fall of 2015. It outlines the course details, including meeting times and location, instructor information, course description and goals. The course focuses on developing argumentative essays through critical reading, discussion, and revision. Students will complete two essay cycles, each involving a draft, feedback, and final version. Additionally, students will write formal assignments related to developing their essays. The document details grading criteria, assignments, policies, and a tentative schedule. Upon completing the course, students should be able to write well-developed, logical essays that consider multiple perspectives.
The document discusses the three stages of "End in Mind Design" for instructional planning:
1) Identify Desired Results - Determine learning goals, essential questions, and objectives.
2) Plan Assessment Evidence - Design summative and formative assessments to evaluate student understanding.
3) Design the Learning Plan - Create learning activities aligned to goals and assessments to help students meet objectives. The process emphasizes understanding goals and assessing learning before planning instruction.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
The document outlines an assignment for students to complete a project on an explorer of their choice. It provides details on the three areas of focus for the project: influences in the explorer's life, the process and experience of exploration, and how the exploration changed the world. Students are expected to make steady progress over four weeks and consult their teacher as needed. The final project is due on February 11th and must include a bibliography using MLA format. Students can choose how to present their project, which will be assessed using a provided rubric focusing on depth of inquiry, organization, editing, demonstration of understanding, and efficient use of time.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
Mc qs b.ed and principles of teaching for head ship test etc_ver-a-nov10-2015 Sabeeta Lohana
This document contains a collection of multiple choice questions (MCQs) intended for tests related to positions like Headmaster or Deputy Headmaster that may include aspects of education courses. It was prepared by Muhammad Safee Ur Rehman Barlas, who has various academic qualifications and experience teaching physics and math. The questions cover topics like educational measurement, evaluation, test construction, and other principles of teaching. Contact information is provided to report any errors found in the notes.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
This document provides information about Writing 122: College Composition, a course offered in the fall of 2015. It outlines the course details, including meeting times and location, instructor information, course description and goals. The course focuses on developing argumentative essays through critical reading, discussion, and revision. Students will complete two essay cycles, each involving a draft, feedback, and final version. Additionally, students will write formal assignments related to developing their essays. The document details grading criteria, assignments, policies, and a tentative schedule. Upon completing the course, students should be able to write well-developed, logical essays that consider multiple perspectives.
The document discusses the three stages of "End in Mind Design" for instructional planning:
1) Identify Desired Results - Determine learning goals, essential questions, and objectives.
2) Plan Assessment Evidence - Design summative and formative assessments to evaluate student understanding.
3) Design the Learning Plan - Create learning activities aligned to goals and assessments to help students meet objectives. The process emphasizes understanding goals and assessing learning before planning instruction.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
The document outlines an assignment for students to complete a project on an explorer of their choice. It provides details on the three areas of focus for the project: influences in the explorer's life, the process and experience of exploration, and how the exploration changed the world. Students are expected to make steady progress over four weeks and consult their teacher as needed. The final project is due on February 11th and must include a bibliography using MLA format. Students can choose how to present their project, which will be assessed using a provided rubric focusing on depth of inquiry, organization, editing, demonstration of understanding, and efficient use of time.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
This document provides information about a regional conference on assessment in higher education being held at Greenfield Community College on November 17, 2011. The conference agenda includes opening remarks, breakout sessions on various assessment topics, a panel discussion on LEAP affiliation in Massachusetts, and a closing. Breakout sessions will address assessing student writing, quantitative reasoning, nursing program outcomes, assessing a science core, and creative assessment methods. The panel discussion will focus on current LEAP initiatives and their implications. Presenters include faculty and staff from various Massachusetts higher education institutions. The goal of the conference is to advance a culture of assessment and share best practices around assessing student learning outcomes within and across disciplines.
This document categorizes Excel functions by their functionality. It lists the main categories of functions as Add-in and Automation functions, Cube functions, Database functions, Date and time functions, Engineering functions, Financial functions, Information functions, Logical functions, Lookup and reference functions, Math and trigonometry functions, Statistical functions, and Text functions. For each category, it provides a brief description of some representative functions in that category.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
The Effective Use of Social Media and Online Platforms in Event Organisation ...eventility
Robin Brattel discusses how social media and online platforms can be effectively used for event organization and promotion. He highlights Paddy Cosgrove's success with the Web Summit through consistent email updates and a conversational tone on social media. Brattel explains how social media can be leveraged before, during, and after an event to collaborate, promote, engage attendees, extend the event's reach, and stay ahead of emerging technologies like Google Glass. He recommends specific tools like Flickr, Presdo, Corkboard, and Coveritlive to maximize social media usage at various stages of an event.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
The document summarizes the minutes from the eighth meeting of the Advancing a Massachusetts Culture of Assessment (AMCOA). Key details include:
- Representatives from 22 institutions attended the meeting hosted at Northern Essex Community College to focus on assessing student writing.
- Two assessment experiments were summarized, including a collaboration between Framingham State University and MassBay Community College to improve transfer student experiences, and an experiment comparing rubrics between Bristol Community College and Massasoit Community College.
- An update was provided on a draft proposal for continued Davis Educational Foundation funding for AMCOA activities in areas like system-wide learning outcomes assessment, campus assessment support, and increased faculty/staff engagement.
Victoria Falls is one of the largest waterfalls in the world, spanning 2km wide and 110m high. It was discovered by David Livingstone in 1855, who described the scenery as something "angels in their flight" would gaze upon. Shared between Zimbabwe and Zambia, visitors can enjoy bungee jumping, elephant riding, boat cruises on the Zambezi River, and safaris to view animals in their natural habitat rather than a zoo. With 5-star hotels and lots of activities, Victoria Falls provides the perfect spot for a memorable vacation.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de una computadora como la CPU y memoria, y clasificaciones de computadoras. También describe tecnologías modernas como multimedia, cliente-servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
The document summarizes observations from a group discussion about using the VALUE rubric and an institutionally-developed rubric to score student writing samples. Some key points made include:
- The group had difficulties differentiating criteria in the VALUE rubric and found the institutionally-developed rubric to be more specific and useful for providing feedback.
- There was disagreement over scoring some samples due to ambiguity in the rubrics and differences in interpreting the assignment and standards between disciplines.
- The group felt improvements could be made to the rubrics by adding a 0 point scale, not applicable categories, and providing more norming information and training.
This document lists over 300 colleges and universities that are members of the Liberal Education & America's Promise (LEAP) Campus Action Network. LEAP is an initiative that promotes excellence in liberal education for all students nationwide. The network members represent public and private institutions across the United States that are committed to LEAP's vision of an educated and engaged citizenry.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de computadoras, clasificaciones de computadoras, y tecnologías modernas. Explica que una computadora es un dispositivo programable que puede recibir, almacenar, procesar y expresar datos. Describe los componentes básicos de una computadora como la CPU, memoria y dispositivos periféricos. Además, distingue entre hardware, software, lenguajes de programación y tecnologías modernas como multimedia, cliente/servidor y realidad
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos básicos de tecnologías de información como computadoras, sus componentes (CPU, memoria, dispositivos periféricos), clasificación de computadoras, hardware, software y lenguajes de programación. También describe tecnologías modernas como multimedia, cliente/servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
Sarah Quast, a professor of chemistry at Middlesex Community College, uses service learning projects in her course to support learning outcomes. Her students mentor girls from a local club in hands-on chemistry experiments. The students design age-appropriate experiments and create posters about green chemistry. Assessment of student learning through reflections, surveys, and lab scores show overwhelmingly positive feedback and that students' understanding of science and confidence increases. Both Quast's students and the girls gain valuable experiences through active participation and sharing knowledge outside the classroom.
The document outlines draft guidelines for establishing an assessment methods database. It discusses important questions around the scope and focus of the database before establishing criteria. The guidelines propose a two-phase approach: Phase One would collect degree/program level assessment methods and include details like learning outcomes, assessment elements, rubrics and a SWOT analysis. Phase Two would collect course-level methods from various disciplines, focusing on assisting faculty development of assessment tools for their classrooms. Submitted methods would include assignment details, assessment explanations, metrics and alignment with general education competencies. The goal is to share effective practices across institutions.
The document compares student survey results between those in learning communities (LC) and non-learning communities (Non-LC) at BHCC. Students in LCs reported higher scores in active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. They also felt they did more critical thinking, worked more with other students, and received more support. Retention rates were also higher for the LC cohort compared to all BHCC students for both spring 2010 and fall 2010 semesters.
The document summarizes minutes from the third AMCOA meeting held on August 18, 2011 at Holyoke Community College. [1] Representatives from 21 institutions attended along with state higher education officials. [2] The meeting included discussions on assessment experiments and conferences, and a presentation from Commissioner Freeland on the importance of assessment. [3]
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
Improving student learning through programme assessmentTansy Jessop
This document summarizes a presentation about taking a program-level approach to assessment and feedback to improve student learning. It discusses challenges with current assessment practices like high variation in assessment patterns, an over-reliance on summative assessment, and disconnected feedback. The presentation advocates reducing summative assessment to make room for more formative assessment. It provides case studies of programs that have successfully implemented program-level approaches, focusing on increasing formative assessment, linking formative and summative tasks, using feedback as a dialogue, and helping students internalize learning goals and standards. The goal is to shift from a transmission model of education to a more social constructivist model.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
This document provides information about a regional conference on assessment in higher education being held at Greenfield Community College on November 17, 2011. The conference agenda includes opening remarks, breakout sessions on various assessment topics, a panel discussion on LEAP affiliation in Massachusetts, and a closing. Breakout sessions will address assessing student writing, quantitative reasoning, nursing program outcomes, assessing a science core, and creative assessment methods. The panel discussion will focus on current LEAP initiatives and their implications. Presenters include faculty and staff from various Massachusetts higher education institutions. The goal of the conference is to advance a culture of assessment and share best practices around assessing student learning outcomes within and across disciplines.
This document categorizes Excel functions by their functionality. It lists the main categories of functions as Add-in and Automation functions, Cube functions, Database functions, Date and time functions, Engineering functions, Financial functions, Information functions, Logical functions, Lookup and reference functions, Math and trigonometry functions, Statistical functions, and Text functions. For each category, it provides a brief description of some representative functions in that category.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
The Effective Use of Social Media and Online Platforms in Event Organisation ...eventility
Robin Brattel discusses how social media and online platforms can be effectively used for event organization and promotion. He highlights Paddy Cosgrove's success with the Web Summit through consistent email updates and a conversational tone on social media. Brattel explains how social media can be leveraged before, during, and after an event to collaborate, promote, engage attendees, extend the event's reach, and stay ahead of emerging technologies like Google Glass. He recommends specific tools like Flickr, Presdo, Corkboard, and Coveritlive to maximize social media usage at various stages of an event.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
The document summarizes the minutes from the eighth meeting of the Advancing a Massachusetts Culture of Assessment (AMCOA). Key details include:
- Representatives from 22 institutions attended the meeting hosted at Northern Essex Community College to focus on assessing student writing.
- Two assessment experiments were summarized, including a collaboration between Framingham State University and MassBay Community College to improve transfer student experiences, and an experiment comparing rubrics between Bristol Community College and Massasoit Community College.
- An update was provided on a draft proposal for continued Davis Educational Foundation funding for AMCOA activities in areas like system-wide learning outcomes assessment, campus assessment support, and increased faculty/staff engagement.
Victoria Falls is one of the largest waterfalls in the world, spanning 2km wide and 110m high. It was discovered by David Livingstone in 1855, who described the scenery as something "angels in their flight" would gaze upon. Shared between Zimbabwe and Zambia, visitors can enjoy bungee jumping, elephant riding, boat cruises on the Zambezi River, and safaris to view animals in their natural habitat rather than a zoo. With 5-star hotels and lots of activities, Victoria Falls provides the perfect spot for a memorable vacation.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de una computadora como la CPU y memoria, y clasificaciones de computadoras. También describe tecnologías modernas como multimedia, cliente-servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
The document summarizes observations from a group discussion about using the VALUE rubric and an institutionally-developed rubric to score student writing samples. Some key points made include:
- The group had difficulties differentiating criteria in the VALUE rubric and found the institutionally-developed rubric to be more specific and useful for providing feedback.
- There was disagreement over scoring some samples due to ambiguity in the rubrics and differences in interpreting the assignment and standards between disciplines.
- The group felt improvements could be made to the rubrics by adding a 0 point scale, not applicable categories, and providing more norming information and training.
This document lists over 300 colleges and universities that are members of the Liberal Education & America's Promise (LEAP) Campus Action Network. LEAP is an initiative that promotes excellence in liberal education for all students nationwide. The network members represent public and private institutions across the United States that are committed to LEAP's vision of an educated and engaged citizenry.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de computadoras, clasificaciones de computadoras, y tecnologías modernas. Explica que una computadora es un dispositivo programable que puede recibir, almacenar, procesar y expresar datos. Describe los componentes básicos de una computadora como la CPU, memoria y dispositivos periféricos. Además, distingue entre hardware, software, lenguajes de programación y tecnologías modernas como multimedia, cliente/servidor y realidad
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos básicos de tecnologías de información como computadoras, sus componentes (CPU, memoria, dispositivos periféricos), clasificación de computadoras, hardware, software y lenguajes de programación. También describe tecnologías modernas como multimedia, cliente/servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
Sarah Quast, a professor of chemistry at Middlesex Community College, uses service learning projects in her course to support learning outcomes. Her students mentor girls from a local club in hands-on chemistry experiments. The students design age-appropriate experiments and create posters about green chemistry. Assessment of student learning through reflections, surveys, and lab scores show overwhelmingly positive feedback and that students' understanding of science and confidence increases. Both Quast's students and the girls gain valuable experiences through active participation and sharing knowledge outside the classroom.
The document outlines draft guidelines for establishing an assessment methods database. It discusses important questions around the scope and focus of the database before establishing criteria. The guidelines propose a two-phase approach: Phase One would collect degree/program level assessment methods and include details like learning outcomes, assessment elements, rubrics and a SWOT analysis. Phase Two would collect course-level methods from various disciplines, focusing on assisting faculty development of assessment tools for their classrooms. Submitted methods would include assignment details, assessment explanations, metrics and alignment with general education competencies. The goal is to share effective practices across institutions.
The document compares student survey results between those in learning communities (LC) and non-learning communities (Non-LC) at BHCC. Students in LCs reported higher scores in active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. They also felt they did more critical thinking, worked more with other students, and received more support. Retention rates were also higher for the LC cohort compared to all BHCC students for both spring 2010 and fall 2010 semesters.
The document summarizes minutes from the third AMCOA meeting held on August 18, 2011 at Holyoke Community College. [1] Representatives from 21 institutions attended along with state higher education officials. [2] The meeting included discussions on assessment experiments and conferences, and a presentation from Commissioner Freeland on the importance of assessment. [3]
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
Improving student learning through programme assessmentTansy Jessop
This document summarizes a presentation about taking a program-level approach to assessment and feedback to improve student learning. It discusses challenges with current assessment practices like high variation in assessment patterns, an over-reliance on summative assessment, and disconnected feedback. The presentation advocates reducing summative assessment to make room for more formative assessment. It provides case studies of programs that have successfully implemented program-level approaches, focusing on increasing formative assessment, linking formative and summative tasks, using feedback as a dialogue, and helping students internalize learning goals and standards. The goal is to shift from a transmission model of education to a more social constructivist model.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
The document provides information on developing rubrics to assess student performance. It discusses the key components of an effective rubric, including clearly defined criteria, gradations of quality across different achievement levels, and examples or models. It emphasizes making the rubric specific, measurable, and consistent. Tips for creating rubrics include looking at models, listing criteria, articulating different quality levels with descriptions, practicing on models, and revising based on feedback. The goal is for rubrics to provide clear expectations for students and allow for objective assessment.
TESTA, School of Politics & International Relations, University of Nottingham...TESTA winch
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
Hbel 3203 teaching of grammar asgnmt qnsperoduaaxia
1. The document provides instructions for an assignment on teaching grammar for an education course. Students are asked to write a report analyzing their use of tenses in short essays and describing the grammar instruction methods used.
2. The assignment requires students to teach present and past tenses to others, have them write short essays, and analyze their ability to use tenses accurately. Students must justify their choice of explicit or implicit grammar instruction methods.
3. The report will be evaluated based on introduction, data collection method, analysis of instruction methods, analysis of tense use in essays, conclusion, and organization. Students must attach at least 5 essays for full marks.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
From alienation to engagement through a programme assessment approachTansy Jessop
This document summarizes a presentation on taking a program-level approach to assessment and feedback. It discusses four common problems: 1) variations in assessment patterns, 2) an imbalance with high summative and low formative assessments, 3) disconnected feedback, and 4) student confusion about goals and standards. Potential solutions include reducing summative assessments, increasing formative assessments, providing more connected feedback across modules, and involving students in co-creating assessment criteria to improve understanding of goals. Taking a program-wide approach can help address these issues and improve student learning outcomes.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
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This document provides recommendations for the agenda of an upcoming conference with the overarching theme of "Partnerships". It recommends that the conference include:
1) A keynote address by Peggy to introduce the theme of partnerships and their importance in achieving assessment goals.
2) Concurrent sessions so attendees can participate in all discussions.
3) A discussion on Lumina Degree Qualifications Profile and what Massachusetts becoming a LEAP state means for campuses.
4) Presentations on collaborative models for faculty, institutional research, and assessment staff to work together productively.
This document lists the dates, locations, and volunteer school hosts for upcoming meetings and conferences of the AMCOA from May 2011 through April 2012. It provides information on 8 AMCOA meetings to take place at various community colleges across Massachusetts as well as 4 statewide conferences, including regional conferences in Western and Eastern Massachusetts in the fall of 2011 and spring of 2012. Each event is noted along with its location and volunteer coordinator from the hosting school.
The document lists the dates, locations, and volunteer hosts for upcoming meetings and conferences of the AMCOA organization between August 2011 and May 2012. It provides this information separately for monthly AMCOA Meetings that will take place at different community college campuses across Massachusetts and for larger statewide conferences occurring in September, November, February, and April at various university locations. Each event is identified along with the volunteer school representative coordinating it.
This document lists dates and locations for upcoming meetings and conferences of the AMCOA organization between August 2011 and April 2012. Meetings will be held monthly at various community colleges in Massachusetts, while regional conferences are scheduled in September, November, and February at schools including Worcester State University, Greenfield Community College, and UMASS-Lowell.
This document contains contact information for individuals involved in assessment activities at various higher education institutions in Massachusetts. It lists the name, role, email address and phone number of two point people and one additional contact for each institution, including several community colleges, state universities, and the University of Massachusetts system. The point people listed would be the primary contacts for assessment-related discussions or initiatives involving their respective institutions.
This document provides minutes from the second meeting of the AMCOA (Assessment of Massachusetts Colleges and Universities Association). The meeting was hosted by Northern Essex Community College on June 27, 2011 with representatives from 26 institutions in attendance.
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Future AMCOA meeting dates were set through November 2011. Peggy Maki also proposed
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The agenda covered presentations and discussions around assessment practices at various community colleges, drafting guidelines for an assessment methods database, and setting the agenda for future AMCOA meetings. It also provided information on past and upcoming assessment conferences, including regional conferences in November 2011 and February 2012 and a statewide conference in April 2012.
The document lists three co-chairs for the AMCOA team: Neal Bruss, an associate professor of English at the University of Massachusetts Boston; Maureen Melvin Sowa, a professor of history at Bristol Community College; and Bonnie Orcutt, a professor of economics and chair of the Liberal Arts and Sciences Curriculum at Worcester State University.
This document lists sites and dates for upcoming meetings and conferences of the AMCOA organization between May 2011 and April 2012. It provides the host school, location, and contact person for each AMCOA meeting, as well as the host school chairs for three regional conferences in September 2011, November 2011, and February 2012 and the site for a statewide conference in April 2012.
Institutional research at Middlesex Community College supports the college's program review process in two key ways: by providing programs with standardized data packets and by working with administrators to clarify questions and identify additional useful data. The program review process assesses program effectiveness, including student success and learning, to help strengthen evidence-based practices and resource allocation as part of the college's new strategic plan.
This survey asked instructors of Supplemental Instruction (SI) classes at NECC about their experiences working with SI tutors and their perceptions of the effectiveness of the SI program. Instructors were asked questions about tutor participation in SI classes, meetings with tutors outside of class, encouraging student attendance at SI sessions, and their views on differences between conducting SI classes and traditional classes. The responses would be used to improve NECC's SI programs.
The document summarizes assessment activities and initiatives at Middlesex Community College to improve student writing skills and success. It describes:
1) Revisions to pedagogy and curriculum to embed writing skills and student success behaviors through initiatives like writing coaches, vertical teaming, and an Accelerated Learning Program.
2) Assessment results of student writing from 2007 and 2010 that show percentages of students at adequate or above levels in areas like ideas, organization, and grammar.
3) The Accelerated Learning Program which allows students to take English Composition I and a writing skills seminar concurrently, and data showing higher completion rates for students in this program compared to others.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
The Reverse Multiple-Choice Method (RMCM) presents content for teaching or testing using a multiple-choice question format. It formalizes reinforcement and explanation by requiring examinees to identify why answers are correct or incorrect, and modify incorrect answers by changing facts to make them correct. This forces analysis and comparison of concepts. RMCM aims to harness the power of "wrong" answers and be more efficient than open-ended questions while allowing automated scoring.
The document summarizes the minutes from the ninth meeting of the AMCOA (Assessment in the Massachusetts Public Higher Education System). Key points:
- Representatives from 22 institutions attended the meeting hosted at Bunker Hill Community College.
- Presentations were given on two assessment experiments focusing on writing standards and critical thinking. Groups then used rubrics to score examples of student work.
- Plans were discussed for future AMCOA meetings and conferences, including presenting on quantitative reasoning assessment.
- Attendees participated in a working session to assess exit-level critical thinking using the AAC&U Critical Thinking VALUE rubric and one developed by BHCC.
The agenda outlines the tenth meeting of the AMCOA (Assessment and Measurement in Higher Education) to be hosted by Framingham State University on May 1, 2012. The meeting will include a welcome from President Flanagan, a presentation on assessing quantitative reasoning by Peggy Maki, and planning for the 2012-2013 academic year including the dates for AMCOA meetings and statewide conferences. The results of surveys on assessment topics and the March critical thinking scoring will also be summarized.
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1. 1
Summary for Group 1 and Group 4: Scored Sample C for CT
WORKSHEET 1
SAMPLE C
CT VALUE RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
General Comment about VALUE Rubric:
there is lack of fit with respect to sample C and the CT VALUE rubric
belief that the student handled the assignment relatively well but scored a bit lower on the
VALUE Rubric than the group thought the student should have scored
Important: how well the student performs seems linked to how well the assignment
positions students with respect to demonstrating the criteria in the VALUE rubric
Critical thinking is learned across courses and in multiple places;
Do assignments actually ask/require/lead students to demonstrate critical thinking
skills?
Does course level work make a difference in evaluation?
Need to add a zero and need to add a N/A column
A. EXPLANATION OF ISSUES:
General Comments: None
Score:
Milestone 2: 9 people
Milestone 3: 3 people
Reasons Noted: No thesis; no problem; some terms described, but not well; definition there but
not comprehensive;
Handled well a very challenging topic; conclusion could have been the
introduction; paragraph 1 was confusing, threw the reader off; ambiguities by
statements that were not to be explicitly argued
B. EVIDENCE:
General Comments: None
Score:
Milestone 3 (or low 4): 4 people
Milestone 2: 5 people
In between Milestone 2 and Benchmark 1 (1.5 score): 1 person
Benchmark 1: 1 person
Reasons Noted: summary; not in the analysis; no interpretation or integration of the evidence
Selection of evidence was okay but it was not tied together; each selected
2. 2
evidence was independent of ideas; not contemplation of why or context
C. INFLUENCE AND CONTEXT OF ASSUMPTIONS:
General Comments:
Not clear what this means; difficult to define context in assignment as student approaches it
There was a lot of variability in our group in scoring and in our discussion; our scoring ranged
from 0 3; unclear
Score:
Milestone 3: 2 people
Milestone 2: 2 people
Benchmark 1: 4 people
Zero: 2 people
Unclear: 2 people
Reasons Noted:
Circular arguments; did not question assumptions; did not explore assumptions; did not
understand the context of assumptions; did not examine or question assumptions in context of
others
D. STUDENT’S POSITION (Perspective, thesis/hypothesis)
General Comments:
The student’s position was not there; the group did not score this because they were not sure
how to with respect to the assignment. No scores given by group 4
Problems in determining the difference between (3) and (4) in the rubric
(Group 1 comment: I (bonnie) am not sure if this refers to (3) or (4) with respect to scoring or
with respect to the criteria)
Score:
Benchmark 1: 5 people
Zero: 1 person
Reasons Noted:
Listing rather than taking a position
E. CONCLUSIONS AND RELATED OUTCOMES (implications and consequences)
General Comments:
None
Score:
Milestone 2: 3 people
Benchmark 1: 9 people
Zero: 1 person
Reasons Noted: Very short with no elaboration or synthesis
3. 3
WORKSHEET 2
SAMPLE C
BHCC CT RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
General Comments about BHCC CT RUBRIC:
specificity of rubric: less room for interpreting rubric;
more discipline-specific rubric; major specific;
doesn’t easily apply to this student artifact;
rubric is less helpful
Problems with matching the assignment and the rubric
Assignment issue: problem with using this rubric to assess this assignment
Seemed to be a higher general scoring (when looking at applicable criteria) using the
BHCC rubric than the LEAP VALUE Rubric
Assignment is problematic; not much Critical Thinking Requested
Bunker Hill rubric seemed to be built upon Blooms
A. IDENTIFIES ISSUES
General Comments: none
Score:
Level 1: 1 person
Level 1.5: 3 people
Level 2: 4 people
Level 3: 5 people
Reasons Noted:
Need assistance in understanding; shows minimal understanding of the assignment; says nothing
about the assignment; Mix criteria in description
Clearly addressed the assignment; lacked clarity but had more than a superficial understanding of
the assignment and issues
B. UNDERSTANDS CONNECTIONS:
General Comments: none
The tools did not line up for us
Score:
Level 1: 3 people
Level 1.5: 2 people
Level 2: 6 people
Reasons Noted:
No thesis; little connection of points; connects some points – it is not just a summary; the writer
has an issue but no thesis;
Many in group 4 (4 people) ranked it a level 2 but thought it might be a 2.5 or low 3
4. 4
Three concepts presented but no there was no thesis statement; no connections; no synthesis; no
discussion of each concept/characteristic of post-modern ideas
C. PROVIDES SUPPORT
General Comments:
What is evidence: linked to discipline?
Group 4 eliminated the bottom bullet
Score:
Level 1: 1 person
Level 2: 4 people
Level 2.5: 1 person
Level 3: 6 people (all group 4 people)
Reasons Noted:
No opposing evidence presented; evidence as examples only; opposing evidence not relevant to
assignment; okay support
Very …… on sub points;
Not all arguments/critical thinking require an opposing viewpoint(s); this should be noted on the
VALUE rubric as well.
D. CONSIDERS COMPLEXITY
General Comments:
The nature of the assignment no opposing perspectives used; ―conclusions‖ should be in next
category
Score:
Level 1: 3 people
Level 2: 3 people
N/A as defined: group 4 did not think this criterion as defined applied
Reasons group 4 gave:
Limited complexity asked for;
student was performing conceptual analysis;
the student opens the door to introducing complexity/deepening the argument but the student
does not actually do so, doesn’t follow through or walk through the door;
student did not unpack the context;
here we thought it important to note the difference between context versus opposition;
Also, we thought it important to distinguish between the complexity in the object of study versus
the complexity in the student’s analysis; we discussed that the complexity in the object of study
contributed to demonstrating the complexity in student’s thinking
Definition of complexity is problematic: complexity in student’s thinking versus the complexity
in the topic the student is attempting to understand
5. 5
E. DRAWS INFERENCES:
General Comments:
Score 2 and Score 3 are too similar to discriminate between
Score:
Level 1: 1 person
Level 2: 8 people
Level 3: 2 people (2.5 to 3)
Reasons Noted:
Superficial Conclusion; No meta-cognitive activity
Conclusions were based upon evidence but were very superficial
F. UNDERSTANDS ASSUMPTIONS:
General Comments:
Inconsistency in the rubric descriptors; rubric is confusing
Group 4 did not score; the group thought that this was not applicable; N/A the group was not
sure how to assess; student’s assumptions? Assumption of authors of the readings the student
was referring to; student’s state assumptions versus challenge assumptions of others
There appears to be two separate processes here: stating/recognizing assumptions; challenging
assumptions
Score:
Level 1: 1 person
Level 2: 1 person
Not Applicable: 10 people
Reasons Noted:
G. IDENTIFIES IMPLICATIONS:
General Comments:
Group 4 noted a lot of variability in scoring here: scores ranged from N/A to level 2 to level 3 to
level 4
Score:
Level 1: 6 people
Level 2: 2 people
Level 3: 3 people
Level 4: 1 person
Reasons Noted:
6. 6
No thesis
WORKSHEET 3: COMPARING RUBRICS
Group 1 completed Worksheet 3
Specificity of criteria makes the Bunker Hill rubric harder to apply;
BHCC asks about adherence to the assignment – VALUE Rubric does not
BHCC rubric seems to be discipline-specific in its criteria; seems like a research paper rubric
Group 4 completed Summary Report (not Worksheet 3)
Criteria that aligned:
Generally speaking, the BHCC rubric yielded higher ratings (at least in our discussion and
general impression)
Broad categories align, but the specifics vary
Rhetorical feature versus CT feature of BHCC rubric
BHCC rubric was more suited to the Humanities versus the Social Sciences or Sciences; the
BHCC rubric was less institutionally applicable than the VALUE rubric
The BHCC rubric specifically asks if the product/artifact addresses the assignment where the
VALUE rubric does not
GENERAL COMMENT:
We should also consider rating the applicability of the assignment with respect to the
rubric to be used in assessing the assignment
7. 7
GROUP 6 SCORED UMASS BOSTON SAMPLE
WORKSHEET 1
SAMPLE: UMASS BOSTON STUDENT SAMPLE
CT VALUE RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
A. EXPLANATION OF ISSUES:
Score:
Milestone 3: 3 people
Milestone 4(3.5 -4): 3 people
Reasons Noted:
Demonstrated meaning of ―comprehensive: and ―all‖; strong piece
B. EVIDENCE:
Score:
Milestone 3: 7 people
Reasons Noted:
Use of superlatives; nature of timing and how to fulfill the assignment
C. INFLUENCE AND CONTEXT OF ASSUMPTIONS:
Score:
Capstone 4: 3 people
Milestone 3.5: 2 people
Milestone 2: 2 people
Reasons Noted:
Comparison of authors, put in historical time; interpretation as optimistic
D. STUDENT’S POSITION (Perspective, thesis/hypothesis)
Score:
Capstone 4: 3 people
Milestone 3.5: 1 person
Milestone 3: 3 people
Reasons Noted:
Confidence in perspective; throws in side issue – militarism; because of timing wasn’t able to
fully discuss limitations
E. CONCLUSIONS AND RELATED OUTCOMES (implications and consequences)
Score:
Capstone 4: 1 person
8. 8
Milestone 3.5: 1 person
Milestone 3: 5 people
Reasons Noted: difficult to know if accurate use of sources
GROUP 6 SCORED UMASS BOSTON SAMPLE
WORKSHEET 2
UMASS BOSTON SAMPLE
BHCC CT RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
A. IDENTIFIES ISSUES
Score:
Level 1: 4 people
Reasons Noted:
All issues in the assignment or all issues in the topic
B. UNDERSTANDS CONNECTIONS:
Score:
Level 1: 5 people
Level 2: 3 people
Reasons Noted:
Depends on how many times the essay is read for the smaller threads to fit
C. PROVIDES SUPPORT
Score:
Level 1: 6 people
Level 2: 2 people
Reasons Noted:
Taking timing into consideration; easier to learn to 4 because of the descriptors in the rubric;
more accurate descriptors to decide 3 or 4
A few times wanted more information
D. CONSIDERS COMPLEXITY
Score:
Level 2: 8 people
Reasons Noted:
Difference between 2 and 3 is too great
E. DRAWS INFERENCES:
General Comments:
9. 9
Rubric is constrictive
Score:
Level 1: 8 people
F. UNDERSTANDS ASSUMPTIONS:
Score:
Level 1: 4 people
Level 2: 4 people
Reasons Noted:
Nothing seen as misrepresentations; assumptions clearly identified and built into the conclusion
Superlatives were too extreme
G. IDENTIFIES IMPLICATIONS:
Score:
Level 1: 7 people
High Level 2/Low Level 1: 1 person
Reasons Noted:
Use of ―most‖ significant wording in rubric
WORKSHEET 3: COMPARING RUBRICS
Group 6 completed this worksheet, not the summary sheet
Ways in which criteria are similar:
BH level 4 is closer to a 3 on the VALUE
BH 1 is the zero category
Categories are similar
Ways in which criteria differ:
Clearly addresses assignment – on BHCC ; not on VALUE
Easier to make differences in 3 and 4 by descriptors on the BHCC rubric
BHCC distinctions in all categories easier to make
VALUE rubric is broader
BH language is more useful, VALUE Rubric language is ―too nice‖
10. 10
Summary of Groups 2 and 3
WORKSHEET 1
SAMPLE C
CT VALUE RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
General Comments about VALUE rubric:
Assignment is a big part of the problem. Need professional development for faculty on
how to elicit critical thinking since some assignments do not ask for CT
Need N/A
A. EXPLANATION OF ISSUES
Score:
Benchmark 1 person
Milestone 2: 9 people
Milestone 3: 4 people
Reasons Noted: Issues undefined—gives list of examples—no real analysis
B. EVIDENCE:
General Comments: None
Score:
Benchmark 1: 5 people
Milestone 2: 7 people
Milestone 3: 2 people
Reasons Noted: Only asked to reference 1 source; has some interpretation
Student did not address either topic but rather bits of each
C. INFLUENCE AND CONTEXT OF ASSUMPTIONS:
Score:
Benchmark 1: 5 people
Milestone 2: 6 people
2.5: 1 person
Zero: 1 person
Reasons Noted: Had relevant quotations that aligned with assertions—didn’t question
assumptions
No questioning of assumptions
11. 11
D. STUDENT’S POSITION (Perspective, thesis/hypothesis)
Score:
Benchmark 1: 9 people
Milestone 2: 3 people
Milestone 3: 2 people
Reasons Noted:
Didn’t find a coherent starting off point, so can’t get where he needs to be.
Assignment is poorly designed
This is basically a description of postmodernism with examples
E. CONCLUSIONS AND RELATED OUTCOMES (implications and consequences)
Score:
Level 1: 7 people
Milestone 2: 8 people
Zero: 3 people
Reasons Noted: Clear conclusion but no opposing viewpoints—simplistic conclusion
Also assignment issue
If we were looking at a sample of papers that are representative of this sample,
then students are not demonstrating critical thinking skills
Question arose from group regarding appropriateness of assignment itself
for critical thinking—i.e., lack of outside evidence
Describe knowledge necessary to make evaluations based on some
characteristics
We don’t know if sample reflects thinking on behalf of the student or a
regurgitation of what was said in class
“Zero” rating vs. “unable to rate” because it’s not applicable, etc.
WORKSHEET 2
SAMPLE C
BHCC CT RUBRIC
SUMMARY OF SCORING & REASONS FOR SCORES
A. IDENTIFIES ISSUES
General Comments: none
12. 12
Score:
Level 1: 3 people
Level 2: 9 people
Reasons Noted:
Didn’t show understanding of assignment
B. UNDERSTANDS CONNECTIONS:
General Comments: none
The tools did not line up for us
Score:
Level 1: 6 people
Level 2: 6 people
Reasons Noted:
No real thesis; however, did connect key points
C. PROVIDES SUPPORT
General Comments:
Score:
Level 1: 4 people
Level 2: 1 person
Level 2.5: 1 person
Level 3: 2 people
N/A: 2 people
Reasons Noted:
N/A. This is not an assignment permitting opposing viewpoints
D. CONSIDERS COMPLEXITY
Score:
Level 1: 5 people
Level 2: 7 people
Reasons Noted:
No multiple perspectives—student does not understand notion of complexity and does
understand postmodernism
No focus on how examples do or don’t illustrate
13. 13
E. DRAWS INFERENCES:
Score:
Level 1: 1 person
Level 2: 7 people
Level 3: 3 people
Level 4: 1 person
Reasons Noted:
Conclusions are consistently drawn even if somewhat simplistic
F. UNDERSTANDS ASSUMPTIONS:
Score:
Level 1: 1 person
Level 2: 3 people
Level 3: 7 people
Reasons Noted:
Good coherence; set groundwork for conclusions
Logical and consistent argument
G. IDENTIFIES IMPLICATIONS:
Score:
Level 1: 2 people
Level 2: 5 people
Level 3: 5 people
Reasons Noted:
We felt the assignment didn’t ask for this
Do we need more than the assignment—maybe a checklist form of sorts or narrative
that “instructor” has identified appropriateness of assignment for particular
assessment
If we were doing this assessment ―for real,‖ we would disqualify the assignment because
it is not appropriate for critical thinking
Or if critical thinking is the outcome, should we even consider the original assignment?
Not knowing what was covered in lecture does not allow for some sense of exit thinking
or repeating lecture
Bullets within ratings for each characteristic ask if both or if just one achieved—what
does that mean for the rating assigned to it?
14. 14
Worksheet 3 (from groups 2 and 3)
Identify Ways in Which Criteria are Similar (AAC&U and BHCC rubric)
o Both look at identification of issues
o Both include student perspective/position
o Both ask about evidence/support
o Elements of AAC&U are included in Bunker Hill rubric
o Different scales in each
o Disciplines should be considered if appropriate vs. Joe/Jane vs. exit-level
considerations need to be taken
Identify Ways in Which Criteria Differ
o AAC&U’s does not allow for evaluation of whether or not artifact meets
assignment requirements
Summary Worksheet (from Group 3)
Identify criteria that align
The institutional rubric had more distinctions. However, when reviewing the AAC&U
rubric criteria, there are distinctions. Albeit slightly more hidden
Identify criteria that do not align and reasons why there is lack of alignment
Assignment directions completely included on institutional rubric
Discipline influence is strong—or can be especially strong—particularly with higher
levels on AAC&U rubric
List recommended ways to achieve greater alignment between the two sets of rubrics or
identify ways in which institutional rubrics capture the criteria in the AAC &U rubric
The institutional rubric did not capture the criteria in the AAC&U rubric—although the
separation of bullet points within the cells created confusion in our group
The type of assignment seemed key to the use of rubrics
While some of us were less comfortable with the institutional rubric, others were more
comfortable with the outlined format