Exceptional Teaching

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Exceptional Teaching

• Chapter 5
• Assessing Learning

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Purpose

• To gain an understanding of assessment types and
  their uses
• To develop a positive learning environment
• To nurture self monitoring in students

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Outcomes and Objectives

• To define assessments and their functions
• To summarize philosophy, theory, and strategy of
  learner assessments
• To provide an understanding of the types of
  assessments, how and why assessments are selected

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• To understand the role of reliability and
  validity on delivering assessments
• To discuss results and feedback as it relates to
  teaching and course improvement

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• Letter grades can motivate or shrink student
  interest, goals, and their willingness to learn

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• Assessments

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AssessmentsWhat are they?

• They are
• Ways to determine what students have learned
• Helpful in guiding your instruction
• Indicate the effectiveness of your teaching

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Assessments also

• Include instructional strategies and criteria
  for their application that plays a large role in
  the facilitation of successful learning (Wiley,
  2000)

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Why Assess?

• Function
• Philosophy

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Function

• Allow course planning for varied learner skill
  levels (placement, grouping, etc.)
• Encourage motivation to effective learning
  strategies (feedback)

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• Allow self monitoring of individual progress
• Evaluate the course plan
• Implement overall course effectiveness
• Meet accreditation requirements

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Philosophy

• Students are learners The ECPI Experience
• Core Philosophy
• Effective Assessments

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Students are learners

• ECPI is hands on instruction
• Assessments are an integral part of the course
  design.

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Assessment Core Philosophy

• The core philosophy of assessments should be
• Clear
• Applied skills in and out of workplace situations
• Consistent with course content in

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Core philosophy should

• Provide direct feedback to encourage learning
• Emphasize intellectual, creative, and individual
  intelligence
• Be planned at designated checkpoints throughout
  the course

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• Contribute to a positive learning environment
  that reduces anxiety
• Allow students to demonstrate their
  accomplishments

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• Effective Assessments

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• Allow the learner to
• Master the subject (recognize, relate, define,
  etc.) demonstrate knowledge
• Understand information and translate into various
  context (express, identify, explain, etc)

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• Use methods, concepts and theories, problem solve
  (apply, demonstrate, operate, practice, etc.)
• Recognize hidden meanings (appraise, analyze,
  compare contrast, etc.)

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• Generalize from given facts (assemble, collect,
  formulate, manage, organize, etc.)
• Question (judge and explain) cues (select,
  support, estimate, predict, etc)
• (Bloom, 1956)

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• Time to Participate
• Effective Assessment Quiz
• (Referred to as Traditional Cognitive Test)

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• True or False
• 1) Effective assessments allow learners to
  evaluate course content
• 2) Effective assessments discourage learners in
  generalizing learned material

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• 3) Learners should judge and question content
  cues
• 4) Learners use a rule of thumb when new
  information is received and processed.
• Note your reaction to the word quiz

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• Assessment Strategy

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Assessment Strategies

• Use challenging questions in the development of
  assessments and grading schemes

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Examples of Challenge Questions

• What will mastery of the content look?
• What skills will be demonstrated?
• Will I need a Pre/post assessment?

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When should assessments be used

• Midterm or Final Assessments?
• Should they be comprehensive?
• Will I need Interim Assessments?
• How should they be expressed? Written, skill
  demonstration, or oral?

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• Types of Assessments

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Types of Assessments

• Traditional/Summative
• Baseline/Formative
• Performance Based
• Self Assessment

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• Traditional/Summative
• (Traditional Cognitive Test)

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• Traditional/Summative are
• Selected and constructed
• Multiple Choice
• Fill in the blank
• True/false
• Short answer
• Matching
• labeling
• (from test banks, text CDs, or instructor lead
  material)

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Traditional/Summative Continued

• Advantages
• Provide a written grade with positive and
  negative feedback
• Encourages understanding of content knowledge
• Develops reinforcement of skills learned

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• Disadvantages
• Can intimidate learners
• Results may not accurately demonstrate level of
  learning

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Further defined and UsesTraditional/Summative

• Are comprehensive
• Used to measure accumulation of knowledge.
  Example Test, quizzes
• Provide accountability
• Used to ensure objectives are met
• Offers a summation of information
• Used to pinpoint particular points throughout the
  course, such as entry, objectives learned, etc.

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• Baseline/Formative

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Baseline/Formative are

• Oral or Written, and based on prior knowledge
• Essay, observation, interview
• Research paper/journal/lab report
• Story/play/poem (reading, performance)
• Exhibit Video/audio
• Spreadsheet/data base
• Portfolio

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Baseline/Formative Continued

• Advantages
• Encourages examination and communication of
  strengths
• An opportunities for growth
• Suggest improvements during the learning process,
  and
• Allows learners to see their progress.

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• Disadvantages
• Possibility of discouraging and hinder progress
  if students feel they are not doing well
• Poor communication may prevent information from
  being relayed.

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Further defined and UsesBaseline/Formative

• Are immediate evidence of student learning
• Used at the beginning and throughout the course
  to evaluate immediate learning. Example Research
  Papers or Oral questioning
• Provides a measure of quality of student learning
  and instructional methods
• For example Pre and Post Test
• Offers an opportunity to review and change

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• Performance-Based

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Performance-Based

• Represent a set of strategies that support
• Knowledge application
• Skills
• Work habits

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Performance-Based Continued

• Provides information on how the information is
  perceived and understood by the student
• Offers the opportunity to integrate instruction
  and learning (scaffolding)

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Performance-Based Continued

• Emphasize real life concerns
• Enactment of learned material
• Role play possible solutions
• Integrate new knowledge with experience
• Practical use
• Offers hands on experience

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Performance Based (example)

• Using an objective
• Demonstrate skill of basic soldering
• Type of learning
• Apply practical soldering skill
• Demonstrate skill
• Mastery through demonstration
• Level of demonstration
• Skill levels divided into four sections
• Grading
• Equal grading in divided sections
• Feedback
• Immediate and based on learning styles

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Performance Based

• Advantages
• encourages individual thinking,
• Provide an opportunity for student to instructor
  and instructor to student question/answer
  interaction

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• Disadvantage
• knowledge drives motivation, if the learner lacks
  knowledge, they may be less likely to participate

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• Self assessment-performance assessment
• Scaffolding (layering instructor knowledge with
  student knowledge and experience) encourages
  students to apply strategies
• Games such as Jeopardy, brain teasers, flash
  cards, or exploring the environment allow
  students to assess what they have learned

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• Oral questioning, observation of task, or
  thinking out loud are all methods of performance
  and processed focused assessments
• One minute write-ups on a specific topic
• Post challenges on an index card and drop into a
  bowl (or post on the board) for discussion

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Assessment Selection considerations

• Purpose
• What do I want to know?
• Type of learning
• Function, application, skills?
• Appropriateness
• To demonstrate mastering content
• Feasibility
• Time for assessment
• Grading
• Scoring, Rubric
• Use of results
• Possible feedback
• Demonstration
• based on individual learning styles

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• Blending
• Assessments

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• Combining approaches (traditional, performance,
  self-assessment)
• may be a better selection depending on the
  desired outcome.
• Students can demonstrate learning in ways that
  complement their learning styles in recalling
  facts and performance levels

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Blending assessments Continued

• Students can recall facts and demonstrate levels
  (p.164)
• Lab type assessments allow students to interpret
  drug labels, dosage and dispense
• Identify potential problems
• Test related information and problem solve

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• Time to
• Participate

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Personal Communication

• Think of a story in the headline news (select a
  timeframe, example over the past week, what have
  you noticed in the news)
• Write for one minute on how that story affects
  your area of study
• After 1 minute, put papers aside for a future
  activity/assignment

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Activity ClosureSave for future activity

• Group Discussion
• Headline selected
• Why it was chosen
• How does the selected headline effects your area
  of study
• Purpose
• Show a relationship between real life situations
  and area of study
• Outcome
• Based on the group discussion, determine the
  importance of the subjects discussed in the group
  discussions

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• Academic
• Achievement

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Academic Achievement

• Reflects competency in
• Technical skills and communication
• Thinking and problem solving skills
• Subject matter, skills, and concepts (p. 165)
• Focus is on desired outcomes for graded and
  non-graded assessments.

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Desired Outcome

• Competency of
• Subject Matter Skills
• Higher order thinking
• Problem-solving skills
• Communication
• Technical Skills

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Grading

• Weighing the grade
• Building a Rubric

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Grading

• Academic based on course content
• Nonacademic based on related content, such as
  attendance, participation, professionalism

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• Determine if a baseline assessment be used to
  measure a successful outcome?
• What is the relationship between the students
  total assessment and their performance?
• Are traditional assessments
• more important than
• performance?

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• Provide a percentage for each assessment
• Totaling 100
• For example
• Four (4) quizzes (10 each)
• Dropping the lowest score
• Midterm (20)
• Project (25)
• Final Exam (25)
• Equals 100, while applying various weights to
  assessments (depending on the relevance of
  importance of the content)

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Building a Rubric

• Review learning objectives
• Keep a simple plan
• Focus on student expression of content knowledge
• Each item in the rubric should report on a
  different skill
• Evaluate measurable criteria

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• Time to Participate

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• Review Personal communication activity

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• Based on level of relative importance, grading
  should be weighed to reflect student performance
  in each category, for an overall evaluation
• Refer to page 166 for weighting scores
• Review Activity

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Review Personal Communication

• You were asked to write for one minute on an
  article in the headlines
• Discuss why it was chosen, and
• Determine how it related to your area of study
• If the overall unit is 50 points
• Give a percentage or weight to each topic
  discussed based on their importance to the area
  of study

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Rubric Pause/Participate

• Develop a rubric for the one minute writing on
  the story in the news (Time to Participate
  activity)

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Rubric Example

• Look at the summary of the headline article
• As a Beginning level, what percentage would you
  award the writing?
• Include concepts related to the course in their
  writing as Developmental, what would be the
  percentage?

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• Provide an example of how the article relates to
  the course content
• Demonstrates Accomplishment, what is the
  percentage?

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• Activity

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Weight Scores

• Use your syllabus
• Review the activities listed
• How are they weighted
• Why do they carry the weight assigned
• Could their weight be distributed differently
• Are there graded and non-graded assessments
• Are the methods of assessments blended throughout
  the course

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Competency

• Looking at knowledge, skills, and abilities
  through
• On demand activities
• Self assessments
• Short answers

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Development

• Reliability and Validity
• Steps
• Examples

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Assessments should be

• Valid
• Face Validity measures what it should
• Content Validity balanced with regard to
  important material
• Criterion/Concurrent validity consistent with
  others performance ? (p. 159)
• Reliable
• Scores consistently and objectively (p. 159)

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Steps to reliability and validity

• Define in writing what you expect from the
  learner
• Define task learners will come across in the
  class and in the workforce leading to the use of
  problem solving skills
• Use a predetermined rubric to evaluate performance

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Types of valid and reliable Test

• Assessments are consistent
• Such as
• performing venipuncture and capillarilary
  punctures
• Pre/post test
• Web based in Exam View
• Pre-constructed question and answers provided by
  established test banks

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Resources for Assessments

• Established test within ECPI are reflective of
  the course objectives (traditional cognitive
  Assessments)
• Pre/Post test
• Midterm Exams
• Final Exams
• Quizzes
• Instructor prepared test discuss content covered
  throughout the course
• Hands on demonstration
• Interaction through presentations
• Questions similar to class instruction

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• Text and computer based test are ready to use but
  may differ in words and presentation form the
  instructor
• Although they are ready to use, they may not
  cover the course objectives and do not include
  online or in class discussion information
• Internet
• Provides more tools for different learning styles
• May use publishers tools provided with the text

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Student Feedback from Assessments

• Determine how the information is received by the
  student
• Provides instructor knowledge
• Evaluates speaking skills of the instructor
• Establish the effectiveness of course content and
  delivery

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Course effectiveness Results and Faculty feedback

• Positive approach to helping students succeed
• Diagnose problematic areas and identify room for
  improvement based on student performance
• Review student and peer evaluations

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What did you learn

• Through the use of three types of assessments
  (Traditional (quiz), Personal Communication (one
  minute write up), and Rubric development, you are
  able to
• Relate to your learners and their reactions to
  various assessment methods
• Utilize objectivity in the assessment process
• Recognize the function of assessment types
• Summarize philosophy, theory, and strategy of
  learner assessments

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• Understand the types of assessments, how they are
  used, and how they are selected
• Understand the importance of reliability and
  validity
• Employ three steps to develop reliable and valid
  test
• Apply assessment results and feedback as it
  relates to teaching and course improvement

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Questions

• Comments
• Concerns

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References

• Bloom, B. S. (1956). Taxonomy of educational
  objectives, handbook 1 Cognitive domain. New
  York Longmans Green.
• Brown, S.F., Cox, B.G., Mitchell, W.M., Kaliski,
  B.S., Anderson, L., Beller, L., Nyhan, P.,
  Wallner, R., Hudoba, T., Fulton, N. (2006).
  Exceptional Teaching Ideas in action. St. Paul
  EMC Paradigm Publishing p 152-186.
• Wiley, D. A. (2000). Learning object design and
  sequencing theory. Unpublished doctoral
  dissertation, Brigham Young University. Retrieved
  June 8, 2006 from http//davidwiley.com/papers/dis
  sertation/dissertation.pdf