Two Levels of Course Assessment to Identify Student Learning - PowerPoint PPT Presentation

Loading...

PPT – Two Levels of Course Assessment to Identify Student Learning PowerPoint presentation | free to download - id: 70a755-ZDIyO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Two Levels of Course Assessment to Identify Student Learning

Description:

Learning Map. Summative assessment. Overall course content. Final exam. Item Analysis. Formative assessment. Individual concepts tested. Cycle of Assessment. AMATYC ... – PowerPoint PPT presentation

Number of Views:96
Avg rating:3.0/5.0
Slides: 35
Provided by: ymc50
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Two Levels of Course Assessment to Identify Student Learning


1
Two Levels of Course Assessment to Identify
Student Learning
  • Carol Lerch, Ph.D
  • lerch_at_dwc.edu
  • S 52
  • Friday 1145 1235

2
Background
  • Assess new format College Algebra
  • Introduced fall 2000
  • Previous course failure rate 40
  • Looking at students in one specific major
  • Assess new format College Algebra
  • Introduced fall 2000
  • Previous course failure rate 40
  • Looking at students in one specific major
  • Course description
  • Purpose of this course is to provide students
    with a proficiency in algebraic skills necessary
    for success in future coursework
  • Assess new format College Algebra
  • Introduced fall 2000
  • Previous course failure rate 40

3
Collect Data
  • Specifics Fall 2001 Summer 2007
  • Pre-2000 60 pass (anecdotal)
  • Fall average 85
  • Spring average 64
  • Summer 80
  • Includes Withdraws

4
Analysis
  • Improvement over previous College Algebra course
  • Fall pass rates acceptable
  • Continuing to improve
  • Improvement over previous College Algebra course
  • Fall pass rates acceptable
  • Continuing to improve
  • Spring pass rates much lower
  • Needs analysis new plan
  • Improvement over previous College Algebra course
  • Fall pass rates acceptable
  • Continuing to improve
  • Spring pass rates much lower
  • Needs analysis new plan
  • Summer needs more data
  • Online first time summer 07
  • Improvement over previous College Algebra course

5
Changes to Course
  • Added text related course management system
  • online homework
  • Interactive textbook
  • Instant help
  • Video, animation
  • Added section JITTs
  • Just-in-time-tests
  • Added text related course management system
  • online homework
  • Interactive textbook
  • Instant help
  • Video, animation

6
Purpose of AssessmentPlan
  • Pass rates
  • Pass rates for particular course
  • Course sequence
  • Semesters to complete math sequence
  • Thanks to Jack Rotman
  • Pass rates
  • Pass rates for particular course
  • Course sequence
  • Semesters to complete math sequence
  • Thanks to Jack Rotman
  • Concept assessment
  • Learning goals/objectives
  • Pass rates
  • Pass rates for particular course

7
Semesters to Complete
  • Semesters to pass through the math sequence,
    passing MA152 for each semester since fall 03
  • 82 of those who started in MA098 passed MA152 in
    4 semesters (4 courses)
  • 93 of those who started in MA122 passed MA152 in
    3 semesters (3 courses)

8
Levels of Assessment
  • Gathering information about students achievement
    (Marzano, 2001, p. 115)
  • Level I Assessment
  • General Course information
  • Pass rates
  • Success in subsequent math courses
  • Semesters to complete sequence

9
Levels of Assessment
  • Level II Assessment
  • Content specific
  • Concepts
  • Learning Map
  • Summative assessment
  • Overall course content
  • Final exam
  • Item Analysis
  • Formative assessment
  • Individual concepts tested

10
Cycle of Assessment
11
Plan
  • Online homework required as of spring 2006
  • Introduced as option for fall 2005
  • Daily quiz
  • 2-3 questions on concepts in each section
  • Read text
  • Come to class prepared
  • Carrot replace test grade with quiz average

12
Collect Data
  • Fall pass rate improved overall
  • 90
  • Spring stayed same
  • 63

13
Analysis
  • Fall pass rates acceptable
  • Online homework helped
  • Anecdotal evidence
  • Students like all options available with online
    homework
  • Have more opportunities to learn
  • Spring rates need improvement

14
Plan
Plan
  • Assesses student learning
  • Concept assessment
  • Learning goals/objectives
  • Develop Learning Map
  • Identify major concepts
  • Identify teaching objectives
  • Identify student learning objectives
  • Means of assessment
  • Set success standard

15
Learning Map
16
Learning Map
  • 1st step
  • Major topics of course
  • Linear equations, quadratic equations,
    inequalities, absolute value, exponential log
    equations
  • Modified as further developed
  • 2nd step
  • What do I want them to learn
  • Teaching objectives
  • 1st step
  • Major topics of course
  • Linear equations, quadratic equations,
    inequalities, absolute value, exponential log
    equations
  • Modified as further developed

17
Learning Map
  • Knowledge level
  • Cognitive Process
  • Action verbs

18
Levels of Knowledge
  • Factual
  • Basic elements of the discipline
  • Facts specific to topic
  • Parts of linear or quadratic equation
  • Methods to solve quadratic equations
  • Factual
  • Basic elements of the discipline
  • Facts specific to topic
  • Parts of linear or quadratic equation
  • Methods to solve quadratic equations
  • Procedural
  • Processes of mathematics
  • Algorithms, techniques, methods
  • Complete the square
  • Quadratic formula

19
Levels of Knowledge
  • Conceptual
  • Interrelationships
  • Classifications
  • Principles, generalizations
  • Pythagorean Theorem
  • Properties
  • Conceptual
  • Interrelationships
  • Classifications
  • Principles, generalizations
  • Pythagorean Theorem
  • Properties
  • Metacognitive
  • Self knowledge
  • Students need to reflect to learn

20
Teaching vs. Learning Objectives
  • Student learning experience
  • What they will do
  • Teaching objective
  • What I will do
  • What I want the students to know
  • Student learning objective
  • Students will be able to

21
Assessment on Map
  • Each objective has generic question
  • Indicates how student is assessed

22
Learning Map
  • Gave to students as part of syllabus
  • Type of questions included
  • Truth in advertizing
  • Matched final exam to map
  • Redesigned map
  • Concepts tested but not part of map
  • Redesigned final exam
  • Some concepts not tested but important
  • Some concepts tested multiple times

23
Level II Assessment
  • Assess concepts learned
  • Allow overall picture of student progress
  • Shows strengths
  • Identifies weaknesses
  • Areas for further development

24
Collect Data
  • Collected chapter test data
  • Right/wrong only
  • Collected final exam item results
  • 4th semester of data collection
  • Stats Percent correct

25
Collect Data
  • Identified concept tested by semester
  • Shows what is not tested (over-tested)

Results of chapter tests for Fall 06, Spring 07,
Summer 07
26
Analysis - Tests
  • More Student Learning Objectives
  • Needed to add very specific objectives
  • Dropped some that I thought I wanted but dont
    test for
  • More Student Learning Objectives
  • Needed to add very specific objectives
  • Dropped some that I thought I wanted but dont
    test for
  • Success measure 65 or better correct
  • More Student Learning Objectives
  • Needed to add very specific objectives
  • Dropped some that I thought I wanted but dont
    test for
  • Success measure 65 or better correct
  • Results below need attention
  • More Student Learning Objectives
  • Needed to add very specific objectives
  • Dropped some that I thought I wanted but dont
    test for
  • Success measure 65 or better correct
  • Results below need attention
  • 0 - 10 indicates problem with question as well
    as topic

27
Analysis Final exam
  • Final used by all sections
  • Data just my sections
  • Shows problems with online course on specific
    concepts

28
Asides
  • Only list what is being assessed
  • If cant assess, dont put as objective
  • Have a thick skin
  • Data show changes made in course
  • Provides longitudinal look at course
  • Allows comparison of student results by semester
    or year
  • Data show where more emphasis needed in teaching

29
Before Beginning Assessment
  • Purpose of assessment
  • What do you want to know?
  • Why do assessment?
  • Action leading from assessment
  • What do you do with results?

30
5 Basic Questions
  • Which objectives to assess?
  • Student learning
  • What should they know?
  • How to assess?
  • Multiple layers
  • What are results?
  • Collect/collate data
  • What is success?
  • What to do about results?
  • Next steps

31
References
  • Angelo, T. A. (1991). Introduction and overview
    From classroom assessment to classroom research.
    Classroom research Early lessons from success.
    T. A. Angelo and K. P. Cross. San Francisco,
    Jossey-Bass 7-15.
  • Brockbank, A. and I. McGill (1998). Facilitating
    reflective learning in higher education.
    Philadelphia, Society for Research into Higher
    Education Open University Press.
  • Carson, T. (1990). "What kind of knowing is
    critical action research?" Theory Into Practice
    XXIX(3) 167-173.
  • Cochran-Smith, M. and S. L. Lytle (1993). Inside
    outside Teacher research and knowledge. New
    York, Teachers College.
  • Elliott, J. (1991). Action research for
    educational change. Philadelphia, PA, Open
    University Press.
  • Leibowitz, M. (1997). Instruction for process
    learning. Supporting the spirit of learning When
    process is content. A. Costa and R. M. Liebmann.
    Thousand Oaks, CA, Corwin Press, Inc. 47-54.
  • Marzano, R. J. (2001). Designing a new taxonomy
    of educational objectives. Thousand Oaks, CA,
    Corwin Press.
  • Mezirow, J. (1990). Fostering critical reflection
    in adulthood A guide to transformative and
    emancipatory learning. San Francisco,
    Jossey-Bass.
  • Vygotsky, L. S. (1978). Mind in society The
    development of higher psychological processes.
    Cambridge, MA, Harvard University.

32
Participation
  • Gather into groups
  • Pick one course you teach
  • List the major concepts
  • Very few topics
  • Pick one or two to use
  • Identify Teaching Objective
  • Identify Student Objective
  • Identify knowledge levels
  • Can be more then one
  • Identify possible means of assessment
  • Identify success measures

33
Share
34
Two Levels of Course Assessment to Identify
Student Learning
  • Carol Lerch, Ph.D
  • lerch_at_dwc.edu
  • S 52
  • Friday 1145 1235
About PowerShow.com