Here are some potential ways to use the ABC or ABC123 models in oral discussions or written reflections: - Provide prompts for each level (A, B, C or 1, 2, 3) to help students structure their responses. - Have small groups discuss reflections using the different levels, with each person responsible for one level. - Assign weights to levels (e.g. level 3 responses earn more points) to encourage deeper reflection. - Use the models as rubrics to provide feedback and suggestions on how students can strengthen reflections. - Incorporate peer or self-assessment using the levels to raise awareness of perspective-taking. - Discuss sample reflections as a class and have students identify the

1. Assessing Service-Learning Deena Sue Fuller Tennessee State University Adapted from a presentation by Brenda Marsteller Kowalewski at Weber State

2. Two Kinds of Assessment Grading of Student Learning in each SL Course Overall Assessment of SL Processes, Activities, and Outcomes 2

3. Overall Assessment of SL Processes, Activities, and Outcomes(Description of the process we use at TSU) 3

4. GRADING Assessing the Learning in Service-LearningWhy and How 4

5. Presentation Topics Purpose of Grading/Assessment Connecting to course objectives What is actually being graded? How are these assignments graded? Determining the weight of the service-learning project 5

6. Purpose of Grading/Assessment To provide faculty with a measure of what was learned. To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how. Formative feedback on service-learning reflections can greatly enhance learning 6

7. Connecting to Course Objectives Grading is the act of measuring student learning outcomes. Student learning outcomes are derived from course objectives. Worksheet on five general academic learning goal categories in which service-learning can enhance academic learning. 7

8. Establishing Academic Learning Objectives Course-Specific Academic Learning Understanding specific course concepts and skills Generic Academic Learning Critical thinking skills Learning How to Learn Learning how to apply academic knowledge in the real world Community Learning Learning about a particular social issue Inter- and Intra-Personal Learning Learning how to work collaboratively with others 8

9. What is Actually Being Graded? NOT the service. The learning. How do you know students are learning? What activities in the classroom will enable students to meet academic learning objectives? What assignments outside of the class will enable students to meet academic learning objectives? 9

10. Activities in the Classroom Large and small group discussions One-minute reflection papers Poetry and metaphors Presentations Collage On the Fence, Off the Fence Take a Stand Others? 10

12. Structured journals

13. Reflective interviews

14. Scrapbook or collage

15. Video or Photography

16. Portfolios

17. Case Studies

18. Participation and performance at the service site

19. Progress toward project completion

20. Tangible outcomes for the community

21. Others?11

22. How are these Assignments Graded? Literature on assessment lacks best practices for grading service-learning projects. Assessment literature – assessing impact of service-learning on students based on their self evaluation. Sample scoring rubrics are in your notebooks 12

23. What is a Scoring Rubric??? Rubrics are rating scales that are specifically used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work --- projects, reflection papers, participation in a task, portfolios, etc. 13

25. The more structure provided in the assignment, whether it be in class or out of class, the better.

26. Gives you the ability to evaluate first if they addressed what was assigned.

27. Then you can evaluate the quality of the response to the assigned question.

28. Look at the sample Rubrics 14

29. How are these Assignments Graded? SCORING RUBRICS Useful in grading journals or portfolios (two very popular assessment strategies in service-learning) Some very general – see Sample Rubrics (in notebook) Some very specific – look up Moskal on the web There is no magic rubric. Design your own to fit your specific learning objectives and service-learning project. 15

30. How are these Assignments Graded? Site Supervisor Evaluation Faculty aren’t always in the field on site to observe students when they are actually engaging in service. See example in packet for helping your community partners to participate in the supervision/evaluation Student Self Evaluation Gives the faculty member insight into how the students would rate themselves in the project. See example in packet 16

31. Other questions about grading Do all assignments have to be graded? Not necessarily. You could just give points for participation in the in-class reflection exercises or for turning in the weekly reflection papers. Do we grade the level of participation in the assignments? Sometimes --- evaluated on a scale or again, using a rubric. Participation in class or small group discussion Do we grade the level of participation in the service project? What if a student does not complete the required number of hours? Could reject all service-learning assignments because hours were not fulfilled. Could adjust the scores on completed s-l assignments to reflect the percentage of hours completed. 17

32. Determining the Weight of the Service-Learning Project What percentage of the course objectives are being taught via the service-learning assignment? What assignments teach these objectives? Weight accordingly What percentage of the course objectives are being taught via other teaching strategies? What assignments teach these objectives? Weight accordingly 18

34. Progress on a task

35. Depth of critical thinking

36. Collaboration

37. Problem solving

38. Understanding other’s perspectives

39. etc.19

40. ABC 123 Method Students sometimes need to be taught how to reflect and this helps them understand Can be used with oral or written reflection

41. ABCs A = Affect: attitudes, emotions, feelings B = Behavior: past, current, or future behaviors C = Cognitive Connections: thoughts and overt reference to topic, term, skill

42. A “Relevant” Example… As a group…we’ve been studying about grading service-learning. Cognitive – What have you learned about grading? What are key components? Affect – How do you feel about what you’ve learned? Why? How do you feel about your use of rubrics? Behavior – Describe how you will integrate specific grading techniques into your course and how this will change the way you teach and evaluate.

45. Students may “freak” at getting a grade for reflection, based on past experiences of “shooting the bull”

46. 3 pts – Affect

47. 3 pts – Behavior

48. 4 pts – Cognitive content

50. Level 2 = deeper observation but still limited in context or application

51. Level 3 = complex application, understanding & articulation

52. Qualitative points

53. 3 pts for rich/in-depth response

54. 2 pts for marginal response

55. 1 pt for cursory response

57. Note little to nothing articulated

58. Explain why points were lost

60. Shifting Gears a Bit This next approach is NOT an evaluation or “grading” method This next approach CAN be used to assess & monitor depth of students’ reflection This next approach CAN provide an additional framework to guide reflection At the risk of confusing you…Forget everything we just discussed in terms of “point values”

61. ABC123 Level One = self-centered perspective Level Two = empathic or “other-ness” perspective

63. ABC123 Instructors have begun to explicitly ask students to share reflection statements from various levels. Some students rarely consider experience from Level 3. Instructors can raise such issues in class discussions or assignments.

64. Interactive Exercise How might you consider using the ABC or ABC123 model in oral discussions or written reflection entries?