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Making learning visible_mon_25_aug_2.30pm
- 1. New Faculty Orientation August 25, 2014 Making Learning Visible Josh Caulkins & Elaine Finan Office of Student Learning, Outcomes Assessment and Accreditation (SLOAA)
- 2. Introductions Please share(briefly): S Name and Department S Who was the best teacher you had… à Why?
- 3. Pop Quiz! Howdo you define: S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss… S Quick Share-out
- 4. Pop Quiz! Howdo you define: S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss… S Quick Share-out S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss… S Quick Share-out
- 5. Pop Quiz! Howdo you define: S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss… S Quick Share-out S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss… S Quick Share-out
- 6. Pop Quiz! Howdo you define: S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss… S Quick Share-out S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss… S Quick Share-out
- 7. Workshop Outcomes Bythe end of this workshop, you will be able to: S Define and write measurable learning outcomes S Create assessments that are aligned to learning outcomes S Develop a rubric to measure learning outcomes
- 8. Workshop Outcomes Bythe end of this workshop, you will be able to: S Define and write measurable learning outcomes S Create assessments that are aligned to learning outcomes S Develop a rubric to measure learning outcomes
- 9. Student Learning Outcomes101 Bloom’s Taxonomy S Who has heard about this before?
- 10. Student Learning Outcomes101 Bloom’s Taxonomy – Revised (2001) (original 1956)
- 11. Student Learning Outcomes101 Bloom’s Taxonomy
- 12. Student Learning Outcomes101 Bloom’s Taxonomy – “Action verbs” (see handout) Creating: Bloom’s level 6 (highest cognitive skill) Combine, create, formulate, design, compose, construct, revise, generate Evaluating: Bloom’s level 5 Criticize, compare, contrast justify, conclude, discriminate, support, assess Analyzing: Bloom’s level 4 Differentiate, diagram, estimate, infer, subdivide, discriminate, deduce Applying: Bloom’s level 3 Demonstrate, compute, solve, modify, arrange, relate, classify, predict, use Understanding: Bloom’s level 2 Classify, explain, summarize, convert, generalize, paraphrase, translate Remembering: Bloom’s level 1 (lowest cognitive skill) Identify, name, define, describe, list, match, select, outline, recognize Increasing Cognitive Skills
- 13. Student Learning Outcomes101 Bloom’s Taxonomy: Nested Learning Outcomes S 1st Course-level outcome (example: Climate Change course) S 1st Topic-level outcome S Lecture-level outcome S Activity-level outcome S 2nd Topic-level outcome S Lecture-level outcome S Activity-level outcome S 2nd Course-level outcome S Repeat Hint: Course-level outcomes will be on your syllabus (write 3-5!)
- 14. Student Learning Outcomes101 Activity 1: S “Bloom” the following goals (see activity handout) S Post questions or feedback here: http://goo.gl/YKioD9 1 2 3 4 5 6
- 15. Student Learning Outcomes101 Activity 2: S Write two learning outcomes for one of the courses you will be teaching this year (Fall 2014 or Spring 2015) S Please post here: http://goo.gl/YKioD9 S Share with your neighbor behind you and discuss. S Addition question: Is it measurable? How do you know?
- 16. Evaluating Student Learning101 Evaluating student learning: S How are you evaluating your students? S Evaluation/assessment types S Multiple-choice vs. Open-ended questions
- 17. Evaluating Student Learning101 Evaluating student learning: S How are you evaluating your students? S Evaluation/assessment types S Multiple-choice vs. Open-ended questions S Summative vs. formative assessment S Define: Summative – S Define: Formative –
- 18. Evaluating Student Learning101 Activity 3: S Write one test question (multiple-choice or open-ended) AND one project assignment based on two of the learning outcomes you wrote a few minutes ago. S Please post here: http://goo.gl/YKioD9 S Share with your neighbor and discuss S Share out with group
- 19. Rubrics What isa rubric? (Who has used a rubric before?)
- 20. Rubrics What isa rubric? S Concise, written criteria for an assignment/project
- 21. Rubrics What isa rubric? S Concise, written criteria for an assignment/project S Makes explicit your expectations of the students
- 22. Rubrics What isa rubric? S Concise, written criteria for an assignment/project S Makes explicit your expectations of the students S Can be used for any assessment type: S Reading assignments S Quizzes/tests S Papers/reports/presentations S Peer-review
- 23. Rubrics What isa rubric? S Concise, written criteria for an assignment/project S Makes explicit your expectations of the students S Can be used for any assessment type: S Reading assignments S Quizzes/tests S Papers/reports/presentations S Peer-review S Who is the audience for your rubric?
- 24. Rubric Example: EarthScience project Trait Excellent Good Needs Work Claim (What is happening, is this a good or bad idea, etc…) Clearly & accurately identifies the type of mass wasting and the local geology. Identifies the mass wasting type, may or may not include geology, may have some errors. Mass wasting type is wrong and/or missing. No geology and/or wrong. Presenting the argument (factors, triggers, data, etc..) Clearly and accurately identifies the factors and the human impact Identifies some factors and/or human impact potential, but not both, or may be missing a critical factor. No factors identified (or only miscellaneous factors). No mention of human impact. Recommendations (to build or not to build, mitigation options, etc…) Makes quality & realistic recommendations based on the identified factors Makes some recommendations, may not be practical or helpful. No recommendations made. Syntax & Grammar Smooth transitions between & within paragraphs, no grammatical errors Most transitions are smooth, but others are a bit cumbersome or are abrupt, a few grammatical errors Transitions are cumbersome or abrupt, many grammatical errors. Audience (this is supposed to be a letter to a non-geologist) Audience is clearly considered and appropriately applied Audience is somewhat considered, but sometimes inconsistently Audience is not considered at all. Images Images are appropriate & well placed within the text (or the reader is guided to the image). Images are used, but not clear or easy to follow relative to the text. No images used to supplement arguments. Levels of Achievement Scoring Criteria
- 25. Rubric Example: PsychologyWriting Assignment Levels of Achievement Scoring Criteria
- 26. Rubric Example: ScienceAssignment Levels of Achievement Scoring Criteria
- 27. Rubric Example: URILiteracy Rubric Scoring Levels of Achievement Criteria
- 28. Rubrics Activity 4: S Develop a rubric for the project assessment you created earlier (keep it simple) S Levels of Achievement S Scoring Criteria S Post questions or feedback here: http://goo.gl/YKioD9
- 29. Wrap-Up We’ve covered… S Learning Outcomes S Assessments S Rubrics Any Questions? (Please bring a laptop, tablet or iPad tomorrow if you have one!)
- 30. Wrap-Up We’ve covered… S Learning Outcomes S Assessments S Rubrics Any Questions? Alignment! (Please bring a laptop, tablet or iPad tomorrow if you have one!)