Matching Assessment to Student Learning Outcomes - PowerPoint PPT Presentation

1 / 25
About This Presentation
Title:

Matching Assessment to Student Learning Outcomes

Description:

Connection to the real world?Application of theory to practical ' ... Metacognition ?Knowing what you know, knowing what you don't know, knowing how to learn ... – PowerPoint PPT presentation

Number of Views:111
Avg rating:1.0/5.0
Slides: 26
Provided by: royb
Category:

less

Transcript and Presenter's Notes

Title: Matching Assessment to Student Learning Outcomes


1
Matching Assessment to Student Learning Outcomes
  • Roy M. Bohlin, Ph.D
  • Director, Center for Enhancement of Teaching and
    Learning
  • For New Faculty Orientation

2
Learning outcomes appropriate to higher education
include
  • Higher order thinking?
  • Connection to the real world?Application of
    theory to practical "real life" situations
  • Metacognition ?Knowing what you know, knowing
    what you don't know, knowing how to learn
  • Research?Knowing how experts proceed in the
    discipline

3
Choosing Objectives by Level
  • Using Blooms Taxonomy of Educational Objectives
    choose objectives that
  • Match the course level
  • Stretch the students, but are not beyond their
    abilities
  • Vary as appropriate

4
Hierarchy of the Cognitive Domain
  • Evaluation - Ability to make a judgement of the
    worth of something
  • Synthesis - Ability to combine separate elements
    into a whole
  • Analysis - Ability to break a problem into its
    constituent parts and establish relationships
  • Application - Ability to apply rephrased
    knowledge in a novel situation
  • Manipulation - Ability to rephrase knowledge
  • Knowledge - That which can be recalled

5
Connection to the real world
  • ?It is important that students have the
    opportunity to apply newly learned theory to
    practical "real life" situations.
  • This prepares them for later life and is more
    motivating and satisfying for learners.

6
Metacognition
  • Knowing what one knows,
  • Knowing what one doesn't know,
  • Knowing how to learn.
  • Key element is reflection -- The Reflective
    Practitioner by Donald Schön.

7
Nature of your discipline
  • Expert vs. Novice?
  • It is important that students learn how experts
    proceed in the discipline

8
Assessing Learning
  • More than 80 of assessment in universities
    comprises essays, reports, and traditional
    time-constrained exams.
  • Is this how the real world of practice operates?

9
What is classroom assessment?
  • Systematic collection and analysis of information
    to improve educational practice
  • Method for understanding student learning-based
    on the belief that the more you know about what
    your students know and how they learn, the better
    you can plan your learning activities and
    structure your teaching

10
Choose Appropriate Assessment Methods
  • Consider a wide range of methods in light of your
    teaching aims and learning outcomes.
  • It is important to decide when to use any
    particular method individually or in combination.
  • Assessment that is 'fit for purpose' uses the
    best method of assessment appropriate to the
    context, the students, the level, the subject and
    the institution.

11
Select Assessment Measures
  • Direct assessments of student learning projects,
    products, papers/theses, exhibitions,
    performances, case studies, clinical evaluations,
    portfolios, interviews, oral exams These yield
    comprehensive information for analyzing,
    discussing, and judging a learners performance
    of desired abilities and skills.
  • Indirect assessments of student learning surveys
    or interviews of students

12
Purposes of Assessment
  • 1. Determine Current Competence or Attitudes
  • 2. Prediction
  • 3. Assessing Individual Differences
  • 4. Diagnosis
  • 5. Pre- and Post-Instructional Assessment

13
Choose the most appropriate assessment type
  • Some considerations
  • If you want a written assessment instrument,
    which of the following would you choose ?
  • Consider the best uses of essays, reports,
    reviews, summaries, dissertations, theses,
    annotated bibliographies, case studies, journal
    articles, presentations and exams.

14
More considerations
  • 2. Is a visual component important?
  • When it is, you might choose portfolios, poster
    displays, 'critique' sessions or exhibitions.

15
More considerations
  • 3. Should the method be time-constrained?
  • Exams and "in-class" activities might well be the
    most appropriate for the occasion. Time
    constrained tests put students under pressure,
    but are usually fairly good at preventing
    cheating.

16
More considerations
  • 4. Is it important that students use technology?
  • When this is the case, computer-based assessments
    may be best, either getting students to answer
    multiple-choice questions, or write their own
    programmes, or prepare databases, or write
    information stacks for hypertext, or material for
    use in CD-ROM systems or on the Internet.

17
More considerations
  • 5. Do you wish to try to assess innovation or
    creativity?
  • Some assessment methods that allow students to
    demonstrate these include performances,
    exhibitions, poster displays, presentations,
    projects, student-led assessed seminars, videos,
    websites, simulations and games.

18
More considerations
  • 6. Do you want to encourage students to develop
    oral skills?
  • If so, you might choose to assess presentations,
    debates, audio and video tapes made by students,
    assessed discussions or seminars, interviews or
    simulations.

19
More considerations
  • 7. Do you want to assess the ways in which
    students interact together?
  • You might then assess negotiations, debates, role
    plays, interviews, discussion boards, selection
    panels, and case studies.

20
Creating Authentic Assessment Tasks
  • Authentic Assessment is representative of
    students' capacity to perform in a broadly
    meaningful setting.
  • Will the task support the purpose of the course
    of learning?
  • Will the task enable students to demonstrate what
    they have learned in such a way as to support the
    purposes of the assessment?

21
Make Feedback Consequential
  • Arguably feedback is one of the most important
    elements of assessment.
  • Ideally, it should offer students the opportunity
    to improve subsequent efforts.
  • It should be timely

22
Rubrics
  • Rubrics are explicit schemes for classifying
    products or behaviors into categories that vary
    along a continuum.
  • They clearly identify descriptions of the major
    characteristics of an assessment product at each
    level of performance.
  • They can be used to provide formative feedback to
    students, to grade students, and/or to assess
    programs.

23
Two Major Types of Rubrics
  • Holistic rubric (one global, holistic rating for
    a product or behavior)
  • Analytic rubric (separate, holistic ratings of
    specified characteristics of a product or
    behavior)

24
Strengths of Rubrics
  • Complex products or behaviors can be examined
    efficiently.
  • Developing a rubric helps to precisely define
    faculty expectations.
  • Rubrics are criterion-referenced, rather than
    norm-referenced.
  • Ratings can be done by students to assess their
    own work, or they can be done by others, such as
    peers, fieldwork supervisions, or faculty.

25
(No Transcript)
Write a Comment
User Comments (0)
About PowerShow.com