2. Assessment of Learning and
Evaluation Strategies
• Learning Assessment and Evaluation Topics
• Andragogical Versus Pedagogical
Considerations
• Classroom Assessment Techniques
• Educational Issues: Grading Rubrics
• Teaching Techniques/Examples
• Problem Areas and Solutions
• Conclusion
3. Learning Assessment and
Evaluation Topics
• Learning Styles/Types
– Visual
– Auditory
– Kinesthetic
– Each student may be dominant in one area,
but all areas must be considered in the
assessment and evaluation of learning.
4. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 1
– Complete the learning style exercise on pg.
500-501.
– Use the scoring key on pg. 501 to determine
your preference score for each area.
– Use what you learn from your scores to
better develop learning strategies that are
best suited to your particular learning style.
5. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 1
• Visual learner
– Look at all study materials.
– Use charts, maps, filmstrips, videos, and
flashcards.
– Practicing visualizing or picturing words
and concepts in your head.
– Write out everything for frequent and quick
visual review.
6. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 1
• Auditory learner
– Tape lectures to fill in gaps in your notes.
– Sit in lecture hall or classroom where you
can hear well.
– After you have read something, summarize
it and recite it aloud.
7. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 1
• Kinesthetic learner
– Trace words as you are saying them.
– Facts that must be learned should be
written several times.
– Take and keep lecture notes
– Associate class material with real world
changes or occurrences.
– Role play when appropriate
8. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 2
– Concrete experience (CE)
– Reflective observation (RO)
– Abstract conceptualization (AC)
– Active experimentation (AE)
– Each person may be dominant in one style,
but all must be considered in the
assessment.
9. Learning Assessment and
Evaluation Topics
• Learning Style Exercise 2
– Complete the questions on pg. 503-504
raking each ending based on how well you
think the ending describes how you learn.
– 4 = Best description for you, 1 = Worst
description for you.
– Use the key to determine your primary
learning style & so fourth
11. Andragogical Versus
Pedagogical
• Andragogy
– Teacher plays an interactive role, coaching
the students and guiding them to epiphanies
and applications.
– Active and open participation by teachers
and students drive the learning process
based on Vygotsky’s social–cultural
cognitive theory.
12. Andragogical Versus
Pedagogical
• Sociocultural Cognitive Theory
– The more social interactions, the better the
learning outcomes.
– In application of this theory, educational
institutions have focused the majority of
content delivery systems to ensure maximal
interaction between teachers and students.
13. Andragogical Versus
Pedagogical
• Adult Learners and Andragogy
– Self concept: As adults mature, they more
from dependence to self direction.
– Experience: As a person matures, he or she
develops experience, which becomes a
resource for learning.
– Readiness to learn: Adult’s readiness to
learn is related to a task– or problem–
centered approach.
14. Andragogical Versus
Pedagogical
• Adult Learners and Andragogy
– Orientation to learning: Adults desire
immediacy of application and prefer
experiential learning.
– Motivation: Adults have an internal
motivation to learn.
15. Andragogical Versus
Pedagogical
• Pedagogy
– Teachers select the applicable topics and
determine the structure of the learning
process.
– The student is the vessel for receiving
knowledge imparted by the teacher.
– Critics state that the passivity of student
learning is the primary weakness of this
approach.
16. Classroom Assessment
Techniques
• Assessment of learning has become a
focal point for accreditation bodies of
higher education.
• Knowledge and application of
educational materials is important in
justifying the educational curriculum.
• Learning outcomes are required to
ensure the competence of service
provision.
17. Classroom Assessment
Techniques
• Considerations
– What should the students learn?
– How should the materials best be presented
to achieve the learning?
– How can we objectively measure the
learning outcomes of students?
18. Classroom Assessment
Techniques
• 6 cognitive levels
– knowledge, comprehension, application,
analysis, synthesis, and evaluation
• Rote memorization can yield outstanding
results on standardized testing, yet fail to
demonstrate application of the course
knowledge in the real world.
20. Classroom Assessment
Techniques
• Level 1 Knowledge
– Students must recognize or recall
information or facts, observations, and
definitions that have been learned
previously.
– This level is widely criticized among
educators, but it is necessary for some tasks.
– Learner must function at the knowledge
level before being expected to perform at
higher levels
21. Classroom Assessment
Techniques
• Level 2 Comprehension
– Students must interpret and translate
information that is presented on charts,
graphs, and tables, as well as specific facts.
– Students must demonstrate a level of
understanding by rephrasing, describing, or
making comparisons.
22. Classroom Assessment
Techniques
• Level 3 Application
– Student must apply previously learned
information to solve a specific problem.
– Students must use the information to
answer questions or solve problems.
23. Classroom Assessment
Techniques
• Level 4 Analysis
– Students must look for hidden meaning or
inferences of acquired information.
– Analysis questions ask students to identify
motives, reasons, and/or causes of specific
occurrences or events.
– In many instances, there are no absolute
answers to analysis questions.
24. Classroom Assessment
Techniques
• Level 5 Synthesis
– Synthesis questions require higher order
thinking processes.
– Students must make predictions, use
creativity in developing original approaches,
or solve problems that do not have single
answers.
– Instructors can use synthesis questions to
develop and reinforce students’ creative
abilities.
25. Classroom Assessment
Techniques
• Level 6 Evaluation
– Evaluation questions require students to
judge the meaning of an idea or to assess the
plausibility of a solution.
– These actions require that students possess
substantial information and be able to
establish criteria for making a judgment.
26. Classroom Assessment
Techniques
• There are more than 50 courseroom
assessment techniques (CATs) that can
be implemented to measure student
learning.
• No singular and universal CAT can be
applied to all classes and situations.
• Two or three CATs are effective and
efficient based on the learning goals and
other variables.
27. Educational Issues: Grading
Rubrics
• As education has evolved, fundamental
flaws of subjective grading were
replaced by more objective
(quantitative) rubrics.
• The rubric is an authentic assessment
tool that is useful in assessing criteria
that are complex and subjective.
28. Educational Issues: Grading
Rubrics
• Advantages of Using Rubrics
– Allows assessment to be more objective and
consistent.
– Focuses the teacher to clarify his or her
criteria in specific terms.
– Shows the students how their work will be
evaluated and what is expected.
29. Educational Issues: Grading
Rubrics
• Advantages of Using Rubrics
– Promotes student awareness about the
criteria to use in assessing peer
performance.
– Provides useful feedback regarding the
effectiveness of instruction.
– Provides benchmarks against which to
measure and document progress,
30. Educational Issues: Grading
Rubrics
• Basic Features of a Rubric
– Focuses on measuring a stated objective.
– Uses a range to rate performance.
– Contains specific performance
characteristics arranged in levels indicating
a degree to which a standard has been met.
31. Educational Issues: Grading
Rubrics
• Options for Evaluating Papers
– Give separate grades for form and content.
– Use performance grading. If students do the
paper, they get credit. Make no value
judgment about the quality of work.
– Use impression marking. Scan the paper and
mark it based on your general impression of
the paper’s effectiveness.
32. Educational Issues: Grading
Rubrics
• Options for Evaluating Papers
– Use portfolio evaluation. Rather than
evaluating individual papers, evaluate the
student’s entire output at the end of the
course.
– Evaluate based strictly on clearly defined
criteria.
– Scales: Rank a student’s work based on your
criteria.
33. Educational Issues: Grading
Rubrics
• Factors Determining Effective Grade
Feedback
– Timeliness–within 7 days of submission
– Clarity–the evaluation must be
communicated in a form and style that can
be understood easily by the student.
– Thoroughness—the evaluation must cover
all areas of student performance as
requested by the faculty member.
34. Educational Issues: Grading
Rubrics
• Factors Determining Effective Grade
Feedback
– Consistency–expectations and guidelines
established by the faculty in the beginning are
not repudiated later in the course.
– Equitability–faculty follow through on a
commitment to make discriminatory
judgments.
– Professionalism–the facilitator is respectful
in his or her communications with students.
36. Teaching
Techniques/Examples
• Assessing Skill in Applications and
Performance
– Directed paraphrasing
– Application cards
– Student–generated test questions
– Human tableau or class modeling
– Category grid
38. Problem Areas and Solutions
• What are my best practices in teaching? What
are the strengths I can build on? How will I do
that?
• How will my teaching practice change as a
result of my self reflection?
• How comfortable do I feel in creating and
delivering online courses? How comfortable do
I feel in mentoring or conducting directed
studies?
39. Problem Areas and Solutions
• How comfortable do I feel with my ability to
give learners constructive feedback on their
work and in the courseroom? What do I need
to do to increase my level of comfort with
these activities?
• What questions remain unanswered for me,
and how will I get the information I need?
40. Problem Areas and Solutions
• One of the central problems in the
assessment of learning is based on the
lack of student generational cohort
considerations by faculty, which leads to
ineffective instructor questioning.
41. Problem Areas and Solutions
• Probing questions should follow the
students’ responses and attempt to
stimulate thinking about their answers.
• Leading questions should guide the
discussion to focus on or refocus the
discussion to where you want it to go.
42. Problem Areas and Solutions
• Types of Thinkers
– Fair-minded thinkers–try to understand
ideas and situations and attempt to be
honest, empathetic, and fair.
– Naïve thinkers–do not know or do not care
about critical thinking, they tend to not
think things through or go along with the
decisions of others.
– Selfish thinkers–these individuals are good
at thinking, but are not fair to others.
43. Problem Areas and Solutions
• Suggestions for Noncritical Thinkers
– Consider the purpose/goal.
– Restate the question in numerous ways.
– Gather information.
– Be aware of inferences.
44. Problem Areas and Solutions
• Suggestions for Noncritical Thinkers
– Be aware of assumptions.
– Clarify the ideas you use to understand the
problem.
– Understand their point of view.
– Think through the
implications/possibilities.
45. Problem Areas and Solutions
• 6 sources of motivation for adult
learning
– Social relationships
– External expectations
– Social welfare
– Personal advancement
– Escape/stimulation
– Cognitive interest
46. Problem Areas and Solutions
• Reinforcement can be positive or
negative.
– Positive reinforcement is normally used by
instructors who are teaching participants
new skills.
– Negative reinforcement = extinction
47. Problem Areas and Solutions
• Transfer can be positive or negative.
– Positive transference, like positive
reinforcement, occurs when the participants
use the behavior taught in the course.
– Negative transference, like negative
reinforcement, occurs when the participants
do not do what they are told not to do. This
results in a positive (desired) outcome.
48. Problem Areas and Solutions
• Transference is most likely to occur in
the following situations
– Association
– Similarity
– Degree of original learning
– Critical attribute element
49. Conclusion
• What are the primary teaching goals and
objectives?
• How do the teaching goals and objectives fit in
with Bloom’s taxonomy?
• What are the student’s predominant learning
styles?
• What is the educational setting?
• What teaching philosophy is applicable?
50. Conclusion
• What is the predominant teaching theory?
• What are the potential CATs available to assess
learning?
• What type of grading rubric (s) need to be
used/developed?
• What type of feedback is most appropriate
(formative, summative)
• What kind of problems may be involved with
the chosen CAT, and how can you minimize
them?
