Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Birmingham Differentiating Learning Optimus For Gt StudentsIan Warwick
The document discusses effective differentiation strategies for able students. It provides 10 ways to think about differentiation, including task, resource, assessment, pace, support, extension, research, dialogue, grouping, and self-direction. Some key points discussed are using open-ended tasks, conceptual teaching, varied questioning, flexible grouping, and allowing choice and independence. The document cautions against unhelpful approaches like over-scaffolding and not providing enough challenge.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
This document provides an overview of formative assessment practices from Peter Jory, the Director of Instruction in School District No. 48. It discusses moving away from traditional grading towards a formative assessment approach with clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, and student ownership of learning. The research shows that formative feedback has a strong positive effect on student learning compared to grades. The document provides examples of what formative assessment could look like in the classroom, including more feedback opportunities, practice assignments without grades, and competency-based reporting instead of letter grades. Roadblocks like increased workload are addressed, and resources for further information are provided.
This presentation will help you define Authentic assessments, assess the value of authentic assessments for 21st century learners, tell reasons why it is better than traditional assessments and explain why it is termed practicability. This is for both graduate (Advanced Assessment and Evaluation - PhD subject) and undergraduate (Educ 29 - Assessment of Learning 1) classes. Comment for suggestions. Like or follow. Enjoy! Namaste.
The document discusses assessments for learning, which are used to evaluate student understanding and inform future instruction, as opposed to assessments of learning which evaluate retention of information. It provides examples of assessment types, including presentations, group work, tests, and self-assessments. The document emphasizes that assessments should be integrated with lessons, highlight student thought processes, and be used to identify areas for re-teaching and improve student mastery of content over time.
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Birmingham Differentiating Learning Optimus For Gt StudentsIan Warwick
The document discusses effective differentiation strategies for able students. It provides 10 ways to think about differentiation, including task, resource, assessment, pace, support, extension, research, dialogue, grouping, and self-direction. Some key points discussed are using open-ended tasks, conceptual teaching, varied questioning, flexible grouping, and allowing choice and independence. The document cautions against unhelpful approaches like over-scaffolding and not providing enough challenge.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
This document provides an overview of formative assessment practices from Peter Jory, the Director of Instruction in School District No. 48. It discusses moving away from traditional grading towards a formative assessment approach with clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, and student ownership of learning. The research shows that formative feedback has a strong positive effect on student learning compared to grades. The document provides examples of what formative assessment could look like in the classroom, including more feedback opportunities, practice assignments without grades, and competency-based reporting instead of letter grades. Roadblocks like increased workload are addressed, and resources for further information are provided.
This presentation will help you define Authentic assessments, assess the value of authentic assessments for 21st century learners, tell reasons why it is better than traditional assessments and explain why it is termed practicability. This is for both graduate (Advanced Assessment and Evaluation - PhD subject) and undergraduate (Educ 29 - Assessment of Learning 1) classes. Comment for suggestions. Like or follow. Enjoy! Namaste.
The document discusses assessments for learning, which are used to evaluate student understanding and inform future instruction, as opposed to assessments of learning which evaluate retention of information. It provides examples of assessment types, including presentations, group work, tests, and self-assessments. The document emphasizes that assessments should be integrated with lessons, highlight student thought processes, and be used to identify areas for re-teaching and improve student mastery of content over time.
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
This document discusses the formal and informal assessment strategies used by the author in their teaching of information technology. It provides details on initial, formative, and summative assessments. Some informal strategies discussed include using Padlet to gauge prior experience, asking questions on colored paper for peer assessment, and providing feedback through discussions. The document also covers principles of assessment including validity, reliability, authenticity, and sufficiency. Learning theories by Bloom, Kolb, and Maslow are connected to assessment. The importance of inclusivity, educational needs, and diversity in assessment are emphasized. The author intends to reflect on their practice using Kolb's cycle and focus on differentiation, providing challenging tasks, and incorporating more self and peer assessment.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
The document discusses approaches to assessment and measuring student learning outcomes. It advocates for assessing higher-order skills like critical thinking, problem-solving, and communication in addition to standardized tests. A variety of assessment tools are presented, including demonstrations of learning, surveys of student engagement, computer adaptive tests, and performance tasks. Case studies from schools show how these tools can provide meaningful feedback to improve instruction and better measure a school's impact on students. The document argues for a balanced approach to assessment that aligns with a school's unique mission and helps all stakeholders understand student learning.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document outlines a research paper on NSU students' beliefs about innate qualities in students from other universities. It includes an introduction discussing the goal of determining what innate qualities NSU students look for in others. The background section defines innate qualities and discusses their importance. Research questions focus on whether innate qualities are necessary, where they can be implemented, and characteristics that make students unique. The hypothesis is that NSU students do not discriminate and believe in innate quality over reputation. The methodology discusses surveys of NSU students and an interview with a professor to collect primary data, as well as secondary sources. Data presentation analyzes the survey results regarding differences between male and female respondents.
This presentation provides an overview of exploratory advising at Florida State University. It discusses the different types of exploratory students that advisors may encounter, including those stuck in decision making ("roundabout" students), those newly able to make their own choices ("newly licensed drivers"), those going along without direction ("passengers"), those changing their minds about majors ("U-turn" and "sharp right turn" students), and those unable to continue in their current major due to failure ("head-on collision" students). It also reviews theories of student development and decision making, strengths-based advising approaches, and questions advisors can ask to help exploratory students in the exploration process.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document discusses performance task assessments as a form of 21st century assessment. It begins by explaining that performance tasks assess higher-order skills like critical thinking by giving students real-world scenarios and roles. They must evaluate documents and provide solutions in formats like memos or speeches. The document then provides steps for schools and teachers to design and implement their own performance tasks, such as collaborating to identify the skills to assess, developing an age-appropriate scenario for students, and creating rubrics and scoring collaboratively. It emphasizes that performance tasks provide authentic assessments of the skills students need for the future.
Meeting The Needs Of High Level Learners In Scienceomlandj
The document discusses the needs of high-achieving and gifted students, noting that their needs are often neglected as they achieve acceptable standards on assessments. It describes the characteristics and learning styles of high achievers, gifted learners, and creative learners. Some common misconceptions about gifted students are debunked, and recommendations are provided for appropriately challenging gifted students, such as offering advanced coursework, online learning opportunities, and formative assessment.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document outlines an agenda for a leadership development programme focused on closing achievement gaps. It discusses exploring the importance of closing gaps and strategies leaders can use. Key points include identifying gaps in socioeconomic status, gender, and ethnicity. Leaders are encouraged to analyze data, think strategically, and take action to improve outcomes for disadvantaged groups and reduce variation in teaching quality. Reducing gaps contributes to individual, social, and economic benefits.
This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.
Recently, I conducted a survey among a small US-based sample of members of a global women’s engineering community. I wanted to explore women engineers' attitudes and behaviors about leadership. I was hoping to discover ways to promote women engineers’ leadership in corporate and entrepreneurial environments. This is some of what I found.
The document discusses mid-semester student feedback, called Skids and Skiffs, conducted at Winona State University. It provides details on how the feedback is collected through short individual meetings between a consultant and a class, focusing on what is working well, what is not, and recommendations for improvement. Results from student surveys found benefits to both providing and receiving feedback mid-semester, and that most instructors responded to the feedback and students would like to see it used in other classes.
This document discusses the formal and informal assessment strategies used by the author in their teaching of information technology. It provides details on initial, formative, and summative assessments. Some informal strategies discussed include using Padlet to gauge prior experience, asking questions on colored paper for peer assessment, and providing feedback through discussions. The document also covers principles of assessment including validity, reliability, authenticity, and sufficiency. Learning theories by Bloom, Kolb, and Maslow are connected to assessment. The importance of inclusivity, educational needs, and diversity in assessment are emphasized. The author intends to reflect on their practice using Kolb's cycle and focus on differentiation, providing challenging tasks, and incorporating more self and peer assessment.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
The document discusses approaches to assessment and measuring student learning outcomes. It advocates for assessing higher-order skills like critical thinking, problem-solving, and communication in addition to standardized tests. A variety of assessment tools are presented, including demonstrations of learning, surveys of student engagement, computer adaptive tests, and performance tasks. Case studies from schools show how these tools can provide meaningful feedback to improve instruction and better measure a school's impact on students. The document argues for a balanced approach to assessment that aligns with a school's unique mission and helps all stakeholders understand student learning.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document outlines a research paper on NSU students' beliefs about innate qualities in students from other universities. It includes an introduction discussing the goal of determining what innate qualities NSU students look for in others. The background section defines innate qualities and discusses their importance. Research questions focus on whether innate qualities are necessary, where they can be implemented, and characteristics that make students unique. The hypothesis is that NSU students do not discriminate and believe in innate quality over reputation. The methodology discusses surveys of NSU students and an interview with a professor to collect primary data, as well as secondary sources. Data presentation analyzes the survey results regarding differences between male and female respondents.
This presentation provides an overview of exploratory advising at Florida State University. It discusses the different types of exploratory students that advisors may encounter, including those stuck in decision making ("roundabout" students), those newly able to make their own choices ("newly licensed drivers"), those going along without direction ("passengers"), those changing their minds about majors ("U-turn" and "sharp right turn" students), and those unable to continue in their current major due to failure ("head-on collision" students). It also reviews theories of student development and decision making, strengths-based advising approaches, and questions advisors can ask to help exploratory students in the exploration process.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document discusses performance task assessments as a form of 21st century assessment. It begins by explaining that performance tasks assess higher-order skills like critical thinking by giving students real-world scenarios and roles. They must evaluate documents and provide solutions in formats like memos or speeches. The document then provides steps for schools and teachers to design and implement their own performance tasks, such as collaborating to identify the skills to assess, developing an age-appropriate scenario for students, and creating rubrics and scoring collaboratively. It emphasizes that performance tasks provide authentic assessments of the skills students need for the future.
Meeting The Needs Of High Level Learners In Scienceomlandj
The document discusses the needs of high-achieving and gifted students, noting that their needs are often neglected as they achieve acceptable standards on assessments. It describes the characteristics and learning styles of high achievers, gifted learners, and creative learners. Some common misconceptions about gifted students are debunked, and recommendations are provided for appropriately challenging gifted students, such as offering advanced coursework, online learning opportunities, and formative assessment.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document outlines an agenda for a leadership development programme focused on closing achievement gaps. It discusses exploring the importance of closing gaps and strategies leaders can use. Key points include identifying gaps in socioeconomic status, gender, and ethnicity. Leaders are encouraged to analyze data, think strategically, and take action to improve outcomes for disadvantaged groups and reduce variation in teaching quality. Reducing gaps contributes to individual, social, and economic benefits.
This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.
Recently, I conducted a survey among a small US-based sample of members of a global women’s engineering community. I wanted to explore women engineers' attitudes and behaviors about leadership. I was hoping to discover ways to promote women engineers’ leadership in corporate and entrepreneurial environments. This is some of what I found.
The document discusses mid-semester student feedback, called Skids and Skiffs, conducted at Winona State University. It provides details on how the feedback is collected through short individual meetings between a consultant and a class, focusing on what is working well, what is not, and recommendations for improvement. Results from student surveys found benefits to both providing and receiving feedback mid-semester, and that most instructors responded to the feedback and students would like to see it used in other classes.
Survey of Programs and Delivery OptionsLynda Milne
This document discusses leadership development programs and their delivery options. It begins by defining what constitutes an educational program and provides examples like centers, departments, and offices that run programs. Delivery options for programs include one-shot, medium-term repeated interactions, and long-term individual or group work. The document also includes a taxonomy of common program types and discusses matching the best delivery options to different program types. It concludes by thanking participants for exploring and surveying leadership development programs.
Own it: working with a changing open source communitySelena Deckelmann
This document discusses how open source communities operate and how businesses can engage with them. It notes that open source communities are composed of individuals collaborating toward a common goal without a shared employer. It also discusses how forks of open source projects have enabled new communities to form. The document provides advice for businesses including making friends in the community, breaking work into smaller chunks for contributions, and taking responsible actions like participating in user groups or funding community events.
Exploring Educational Development ProgramsLynda Milne
This document discusses educational development programs at institutions. It defines a program as an organizational unit that provides educational services and activities, such as a teaching and learning center. Programs can also exist outside of centers, including offices of instructional technology or coordinators for teaching awards or learning communities. The document explores examples of common program types and discusses assessing aspects of successful programs like goals, resources, design, impact, and coordination. Participants are asked to discuss influential education programs they participated in and what made those programs effective.
The document discusses problems managing large Postgres installations containing terabytes of data. Key issues include: system resource exhaustion from running out of inodes or file descriptors; slow performance from huge catalogs, statistics collection, and backups that take many hours; and handling VACUUM problems like bloat and transaction wraparound. Solutions proposed include using connection poolers, moving statistics files to RAM, upgrading Postgres versions, and avoiding clusters with over 400,000 tables.
Association Leadership: Board DevelopmentSteve Drake
The document summarizes key points from a board development workshop. It discusses establishing goals, board roles and responsibilities, gaining consensus, maximizing results through effective meetings, engaging volunteers, and committees. Specific techniques are provided for setting agendas, decision-making, addressing challenges, and evaluating performance to improve board governance.
The document discusses formative and reflective assessment. It defines formative assessment as an ongoing process used to promote learning, involving feedback to help students answer where they are going, where they are now, and how to close the gap. Reflective assessment deals with metacognition and teaching students to think about their thinking. It uses open-ended questions to help students reflect deeply on the meaning and purpose of their learning. The document provides examples of formative and reflective assessment strategies teachers can use in the classroom.
Test instruction behaviour, observationnazar hussain
This document discusses various methods for evaluating adult education, including tests, observations, and portfolios. It emphasizes that evaluation is an important part of the teaching and learning process to assess outcomes. Classroom tests and observations are highlighted as valuable evaluation tools. Tests can motivate learning, direct study, and provide valid measures of achievement when administered under controlled conditions. Observations, both spontaneous and planned, can also provide useful information about students when properly recorded. Evaluations should utilize multiple methods and be used to both assess students and improve instruction.
The document discusses various approaches to assessment for geography courses in secondary schools (KS3). It addresses questions around managing the assessment workload, involving students in the assessment process, using assessment to provide feedback, and ensuring assessments accurately reflect the skills and content being taught. The document provides examples of different assessment methods, such as peer assessment, self-assessment, and using technology for assessment. It also discusses how assessment results can be used to inform teaching and ensure all students have opportunities to progress.
The document discusses strategies for helping students produce quality work. It recommends that teachers focus on specific learning outcomes, collaborate with other teachers, incorporate regular writing and formative assessment. It also suggests engaging instructional strategies like setting clear objectives, providing feedback, and reinforcing student effort. Additional supports are needed for reluctant and struggling students, including an engaging curriculum with student voice, skill training with models and rubrics, and scaffolding like expert guidance.
The document discusses effective language assessment practices. It emphasizes that assessment should be a democratic process that engages students and provides clear, ongoing feedback to improve learning. Effective assessments use multiple, authentic tasks that integrate skills, are aligned to instruction, and are fair for all students. The document provides recommendations for formative assessment, using different assessment types, contextualizing tasks, empowering students, and ensuring assessments are valid and unbiased. Overall, it promotes the idea that assessment should guide and enhance the learning process rather than simply evaluate students.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
The document discusses alternatives to traditional assessment methods for 21st century learning environments. It notes research showing that traditional assessments do not adequately address social justice, learner agency, multimodal skills, authentic contexts, or student development. Alternative methods mentioned include online portfolios, journals, maps of student inquiries, and self and peer assessments. These alternatives are said to make assessment a more interactive, reflective process that places central importance on student responsibility and metacognition.
Notes: What Do You Do When You Do What You Do with Student Ratings?Thomas J. Tobin
This document summarizes a presentation on using student ratings to evaluate teaching effectiveness. It discusses that while students are not experts, they can provide valuable feedback on course organization, communication, interactions and workload. Research shows ratings are more reliable with multiple classes and relate to learning outcomes and peer/administrator ratings. Formative feedback throughout a course allows instructors to improve, while end-of-course surveys alone do not benefit students. The presenter advocates focusing ratings on facilitation of learning, communication and respect, and collecting formative feedback using closed-ended questions to avoid bias from open responses.
This document discusses assessment in lifelong learning. It explains the different types of assessment, including formative and summative assessment. Formative assessment takes place continuously throughout a learner's time to provide ongoing feedback, while summative assessment typically occurs at the end of a program or qualification. The document also examines different assessment methods like observation, questioning, assignments, and examinations. It notes the pros and cons of each method and provides examples of how they could be used.
Assessment of learning by lorna reyes et.alLorna Reyes
The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.
Assessment Strategies and Innovative Teaching PracticesMostafa Ewees
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Teaching to a_test_worth_teaching_to_reformat_wahinescholar
This document discusses the importance of assessments that measure higher-order skills like critical thinking instead of just facts and details. It introduces the Collegiate Learning Assessment and College and Work Readiness Assessment, which aim to test these skills through tasks requiring sustained practice, like analyzing and synthesizing information. The author argues these assessments are "worth teaching to" because they signal the value of these skills to students and teachers, provide feedback to improve learning, and better prepare students for the modern workforce.
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
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Similar to How We Talk About and Do Assessment Changes Everything (19)
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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diverse human activities.
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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How We Talk About and Do Assessment Changes Everything
1. How We Talk About and Do
Assessment
Changes Everything
LYNDA MILNE
HTTP://WWW.CTL.MNSCU.EDU
MINNESOTA COLLEGES AND UNIVERSITIES
ENGLISH AND WRITING CONFERENCE
MINNEAPOLIS
APRIL 4, 2009
2. Ah, the Good Old Days
Before the curse of [assessment] fell
upon mankind we lived a happy,
innocent life, full of merriment and go
and informed by fairly good judgment.
Hilaire Belloc
3. What Graff said.
“I've become a believer in the potential of learning
outcomes assessment, which challenges…us to
articulate what we expect our students to learn—all
of them, not just the high-achieving few—and then
holds us accountable for helping them learn it.”
4. What he said.
Colleges, and faculty themselves, are more interested
in attracting and teaching “The best students” vs.
“Students we have actually taught something.”
5. What he said.
“…In the hundreds of faculty meetings I must have
attended in my 40-plus years of teaching, I have
never heard anyone ask how our department or
college was doing at educating all its students.
6. What he said.
“Outcomes assessment changes the question to what
students can do as a result of seeing [being taught
by] us.”
7. What he said.
“Once we start asking whether our students are
learning what we want them to learn, we realize
pretty quickly that making this happen is
necessarily a team effort, requiring us to
think about our teaching not in isolation but
in relation to that of our colleagues.
8. What he said.
“The problem is not that we don't value good
teaching, as our critics still often charge, but that we
often share our culture's romanticized picture of
teaching as a virtuoso performance by soloists… the
Great-Teacher Fetish, the counterpart of the Best-
Student Fetish.”
9. What he said.
“For all its obvious value, excellent teaching in itself
doesn't guarantee good education….Outcomes
assessment holds us to that obligation by making us
operate not as classroom divas and prima donnas
but as team players who collaborate with our
colleagues to produce a genuine program.”
10. What he said.
“To see outcomes assessment as merely a
conservative dodge designed to distract everyone
from structural inequality ignores the ways our own
pedagogical and curricular practices contribute to
the achievement gap.”
11. What he said.
“The original motivations of assessment lie in
legitimate progressive efforts to reform higher
education from within, by judging colleges according
to what their students learn rather than by their elite
pedigrees.”
12. What he said.
“Rather than reject assessment and circle the
wagons, however, we should actively involve
ourselves in the process, not only to shape and direct
it as much as possible but to avoid ceding it by
default to those who would misuse it.”
13. (Quoting David Bartholomae): „We make a huge
mistake if we don't try to articulate more publicly
what it is we value in intellectual work. We do this
routinely for our students—so it should not be
difficult to find the language we need to speak to
parents and legislators.‟
14. What they said!
First, Prof. Graff's article makes no mention of the
faculty labor involved in assessment--and it is
considerable.
15. What they said!
The reservation I have about outcomes assessment is
that it will inevitably quot;assessquot; those things that are
most easily assessed . . . which often means things
that are trivial. For a writing course, it is fairly easy
to assess grammar errors or spelling or punctuation
or T-units or sentence variety. It is difficult (and
expensive) to assess the quality of thinking, the
effectiveness of language, the sophistication of
argument. I fear an increased emphasis on
assessment will mean an increased emphasis
on the trivial over the profound.
16. What they said!
Finally, anybody is welcome to assess how I teach
by asking anybody anything they want--students, ex-
students, colleagues, superiors, professionals out in
the field where my students have gone. I just do not
wish to have to check little boxes and line up long
vertical columns of approved verbs relative to
quot;strategies,quot; quot;goals,quot; quot;objectives,quot; and other
educratic fetishes.
17. What they said!
Faculty are concerned that outcomes assessment will
end up like student course evaluations in many
schools. Feedback comes too late to help the faculty
member and the administration uses what is
frequently a popularity contest to punish faculty.
18. What they said!
Many humanists resist assessment because they
assume (or are told) that assessment begins with the
description of learning goals, and the more precise
their goals the better. In contrast, their idea of good
teaching may be more like that of a colleague of mine
[who] didn't mind if his students became taxi
drivers, if they were better, more humane,
engaged human beings. How does one state
that goal as a learning outcome? How
measure it with a test? Confronted with that
definition of assessment, many humanists resist.
19. What they said!
“Outcomes Assessment is basically No Child Left
Behind as applied to higher education. Its
implications are profoundly anti-intellectual,
conformist, and conservative”
20. What they also said…
Most of us are part of a noble enterprise, a university
or a college. What is the purpose of that
enterprise? What is its product? I would
argue that it is simply quot;learning.quot; That is
what students do in our classrooms and that
is what our faculties do in their scholarship
and research. If one accepts that idea, then is it not
reasonable to expect that an education institution
should attempt to ascertain whether its product
actually exists, and, if it does, to discover something
about its quality and quantity? I think the answer is
obvious.
21. And one said this.
In our history department at a large Western land-grant
university, we were dragged kicking and screaming into doing
outcomes assessment. We started as simply as possible,
assessing just two learning outcomes using two essay-exam
responses as our instruments. What we found surprised us. No,
it didn't surprise us that our students performed rather badly at
some of our outcomes.
It did surprise us that the entire assessment process (especially
the measuring) led us to the richest, most intellectually
engaging, and most useful faculty discussions we've ever had
about teaching and student learning. I actually look forward to
our assessment measurement day (it takes six of us faculty about
5 hours) each semester and the talk about what we might do to
improve. Each of us has changed the way she/he teaches,
and we will probably change our major in response to
what we've found in assessment.
22. What they also said!
[Our department decided that it wanted] “students
to be able to fairly summarize someone else‟s
argument and critically evaluate it without making
ad hominem attacks . . . [Learning Outcomes
Asssessment] doesn‟t force a teacher to teach one
kind of content vs. another, but it does identify
certain skills that are important.” For example, it
forces “a teacher to actually help the students
correctly read an argument and learn how to
compare and contrast it with other arguments.”
23. Assessment of…?
Student skills and knowledge at entrance to an institution—
e.g., placement exams
Student learning in a course—for example, using tests or
other evaluative procedures
Student knowledge, abilities at the end of a course
Student learning at the completion of an academic
program
Many or all students’ learning in an academic
program
Student learning outcomes across academic areas at the
conclusion of a major milestone of education—e.g.,
graduation from college.
Student gains in knowledge or skills, comparing entry
and exit points.
24.
25. Ok, Some Definitions
Assessment involves collecting information about
the quality or quantity of a change in a student or
group.
Evaluation may be defined as judging the merit,
value, or desirability of a measured performance.
You can assess without evaluation, but you cannot
evaluate without assessment.”
Roger T. Johnson, 2003
27. Know enough to learn from us?
The University assumes that you are proficient in English
and in writing about academic topics. Fulfillment of the
University of California Entry-Level Writing requirement
(formerly known as the Subject A requirement) is a
prerequisite to enrollment in all reading and composition
courses. If you have not passed the Analytical Writing
Placement Examination (AWPE—formerly known as the
Subject A Examination) or otherwise fulfilled the
requirement by the time you enter the University, you
should enroll in College Writing R1A during your first
semester. College Writing R1A is a 6-unit course that
satisfies the Entry-Level Writing requirement and the
first half of the Reading and Composition requirement.
(University of California at Berkeley, English Department entrance
requirements)
28. Are you sure?
In addition to a passing score on the AWPE, the Office of Undergraduate Admissions accepts the following
means of fulfilling the Entry-Level Writing requirement before you enter the University:
A minimum score of 680 on the SAT Reasoning Test, Writing Section
A minimum score of 680 on the SAT II: Subject Test in Writing, taken since May 1998
A minimum score of 660 on the SAT II: Subject Test in Writing, taken May 1995 through April 1998
A minimum score of 600 on the SAT II: Subject Test in Writing, taken May 1994 through April 1995
A minimum score of 30 on the ACT combined English/Writing Test
A minimum score of 600 on either form of the College Board Achievement Test in English Composition—“with
essay” or “all multiple choice,” taken before May 1994
SAT Advanced Placement: A minimum score of 3 on the Advanced Placement Test in English Composition
and Literature or in English Language and Composition
A minimum score of 5 on the International Baccalaureate Higher Level Examination in English (Language A
only)
A minimum score of 6 on the International Baccalaureate Standard Level English and Exam
A score of “Pass for Credit” on the California State University and Colleges English Equivalency Examination
(discontinued 1993)
A minimum grade of C in a transferable college-level English composition course completed at an accredited
college or university and accepted by the Office of Undergraduate Admissions at Berkeley.
A minimum grade of C in a transferable college-level English composition course completed at an accredited
college or university and accepted by the Office of Undergraduate Admissions at Berkeley.
29. Sharon Hamilton, IUPUI
Principles of Undergraduate Learning
Chancellor's Professor Emerita of English
Indiana University, Indianapolis
Office: (317) 278-1846
E-mail: shamilto@iupui.edu
30. Barbara Walvoord at Notre Dame
Effective Grading/A Tool for Learning and Assessment
Professor Emerita of English
334 Decio Faculty Hall
574-631-0101
Walvoord@nd.edu
31. Grade the Title: up to 5 points each
A. A Comparison of Prell and Suave Shampoo
B. The Battle of the Suds: Budweiser and Weiderman Beer
C. Would You Eat Machine-Made or Homemade Cookies?
D. A Comparison of Arizona and Snapple Ice Tea for pH,
Residue, Light Absorbency, and Taste
E. Research to Determine the Better Paper Towel
A Comparison of Amway Laundry Detergent and Tide
F.
Laundry Detergent for characteristics of Stain
Removal, Fading, Freshness, and Cloth Strength
32. Anderson‟s Grades
A. A Comparison of Prell and Suave Shampoo 3
B. The Battle of the Suds: Budweiser and Weiderman Beer
2
C. Would You Eat Machine-Made or Homemade Cookies?
1
D. A Comparison of Arizona and Snapple Ice Tea for pH,
Residue, Light Absorbency, and Taste 5
E. Research to Determine the Better Paper Towel 2
A Comparison of Amway Laundry Detergent and Tide
F.
Laundry Detergent for characteristics of Stain
Removal, Fading, Freshness, and Cloth Strength 4
33. Anderson‟s Criteria
Is patterned after another discipline or is missing.
1
Identifies function or brand name, but not both; lacks
2
design information or is misleading.
Identifies function and brand name but does not allow
3
reader to anticipate design
Is appropriate in tone and structure to science journal;
4
most descriptors present; identifies function of
experimentation, suggest design, but lacks brand
names.
Is appropriate in tone and structure to a science
5
journal; contains necessary descriptors, brand names,
and allows reader to anticipate design.
34. Meaningful grades vs.
Description of a grade: An inadequate report of an
inaccurate judgment by a biased and variable judge
of the extent to which a student has attained an
undefined level of mastery of an unknown proportion
of an indefinite material.
P. Dressel (1983). Grades: One more tilt at the windmill. In
A.W. Chickering (Ed.), Bulletin. Memphis: Memphis State U.
Center for the Study of Higher Education, Dec. 1983, p. 12
35. Joseph Eng at Eastern Washington University
Embracing the Exit: Assessment, Trust, and the
Teaching of Writing
Professor of English and Rhetoric
Director of the University Writing Program
California State University Monterey Bay
831-582-4721
joseph_eng@csumb.edu
36. EWU‟s Composition Program Exit Portfolio
A reflection essay
A major paper chosen and revised by the student
(Shared Criteria scored)
An in-class, timed essay on an assigned Program
prompt (Shared Criteria scored)
37. Paul Carney at Minnesota State Community &
Technical College
Bridging the Gap: Identifying and Supporting College-
Ready Writing Skills Among High School Students
Instructor, English
MSCTC, Fergus Falls
218-736-1614
Paul.Carney@minnesota.edu
38. Teacher : Teacher
Significant differences between high-school teachers
and college instructors on “college-ready” rankings.
Notable inverse correlation between high-school
grades and “college-ready” evaluation.
Frank talk from high-school teachers about lack of
understanding of what college-ready meant.
Increased interest among college faculty in
collaborating more with high schools (e.g., helping
high-school teachers make better writing
assignments)
39. Berkeley in 2009: Learning Outcomes?
The major in English is designed to introduce
students to the history of literature written in
English, to acquaint them with a variety of
historical periods and geographical and cultural
regions of English language and writing, to create
an awarenessof methods and theories of
literary and cultural analysis, and to provide
continued training in critical writing.
40. University of Illinois at Chicago says…
The English major curriculum provides for a
significant broad-based knowledge as well as a
degree of independent choice and specialization for
each undergraduate major. It is designed to ensure a
dynamic and coherent intellectual experience, to
train students for further work in the discipline, and
to draw on the diverse strengths of the English
faculty.
41. Life After the Major
A major in English can open a world of opportunity for
students. The analytical work we do in the English
department improves students' ability to think critically-
a skill that will be useful in any future endeavor.
Additionally, students in the English department learn to
produce precise, subtle, and well-crafted pieces of
writing. All in all, a student who graduates with an
English major is well-prepared to succeed in the world.
To prepare for life after the major, English majors are
encouraged to complete a writing internship at a
newspaper, magazine, public relations firm, non-profit
organization or any place that relies on good writing
skills.
42. Iowa State
Bachelor's graduates in Literary Studies will be able to
Demonstrate knowledge of the nature of literature and the roles it plays in culture
and the expression of culture.
Demonstrate knowledge of the relevant working language of the discipline of
literary study and the ways literature is defined, described, and classified.
Analyze and interpret important literary texts written in English, particularly British
and American literature
Demonstrate knowledge of literary study as a discipline that makes use of
specialized terminology and involves specific multiple intellectual perspectives,
various analytical strategies, research, and writing.
Situate literature in historical, theoretical, aesthetic, social/political, ethical, and
other contexts.
Demonstrate knowledge of skills in reading, writing, speaking, and research that are
fundamental to the disciplined study of literature
Demonstrate knowledge of language as constantly changing and fundamental to
cultural expression.
43. Thanks!
Hope your conference has been a great one.
Lynda Milne
lynda.milne@so.mnscu.edu
651-649-5741
The text and PPT will be up next week on SlideShare:
http://www.slideshare.net/lynda.milne