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ISTE Workshop Pedagogy for Effective Use of ICT in

Engineering Education

IIT Bombay January 2015

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Alignment of Assessment with Learning Objectives

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Mrinal Patwardhan Sahana Murthy

●  A topic on Logic Gates from ‘Digital Electronics’ was taught to second year Electronics Class.

● The course content focused on the learning objectives that prepare students in developing the ability to design digital systems using logic gates.

● The mid-term test mainly focused on writing truth table for the gates and finding out output for the given circuits.

Let us revisit the scenario…

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What is the problem?

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What is the problem?

Students studied the course content so as to develop ability to design systems.

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What is the problem?

Students studied the course content so as to develop ability to design systems. However, they were not

assessed for the same.

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What is the problem?

Students studied the course content so as to develop ability to design systems. However, they were not

assessed for the same. Students’ impression…. “the exams do not assess what we learn”.

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What is the problem?

Students studied the course content so as to develop ability to design systems. However, they were not

assessed for the same. Students’ impression…. “the exams do not assess what we learn”.

‘Good grades’ achieved by students in such exams need not indicate ‘good learning’!

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What is the solution?

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A quick overview of last two days' sessions will take us to the solution……..

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Teaching Learning Process

Triangle of Effective Learning Learning Objectives

Assessment Instructional Activities

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Teaching Learning Process

Triangle of Effective Learning Learning Objectives

Assessment Instructional Activities

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Teaching Learning Process

Triangle of Effective Learning Learning Objectives

Assessment Instructional Activities

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Teaching Learning Process

Triangle of Effective Learning Learning Objectives

Assessment Instructional Activities

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Teaching Learning Process

Triangle of Effective Learning Learning Objectives

Assessment Instructional Activities

● A process of collecting evidence of how much students have learnt.

What do we mean by assessment?

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● Assessments should reveal how well students have learnt what we want them to learn.

What do we mean by assessment?

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● Assessments should reveal how well students have learnt what we want them to learn.

What do we mean by assessment?

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● Assessments should reveal how well students have learnt what we want them to learn.

What do we mean by assessment?

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Teaching Learning Process

Learning Objectives

Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)

Create  Evaluate  Analyse  Apply  Understand  Recall  

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Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)

Create  Evaluate  Analyse  Apply  Understand  Recall  

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Are all Learning Objectives at the same cognitive

level?

Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)

Create  Evaluate  Analyse  Apply  Understand  Recall  

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No

Then, how do we assess students for the tasks at different cognitive levels?

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Teaching Learning Process

Learning Objectives

Assessment Instructional Activities

How to assess students?

Assessment questions

should also be of different

levels.

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Teaching Learning Process

Learning Objectives

Assessment Instructional Activities

How to assess students?

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Learning Objectives Assessment

Aligning Assessment to Learning Objectives

Aligning Assessment with Learning Objectives

Recap: What are Learning Objectives?

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Create Generate new ideas, products or ways of looking at things. Combine parts together to form a new whole

Evaluate Judge value based on criteria, justify a Decision

Analyze Separate whole into parts until structure of whole and relationship between parts is clear.

Apply Use knowledge in a new situation. Involves rules, methods, laws, principles

Understand Grasp meaning, explain, interpret, translate, paraphrase

Recall Recognize, recall facts. Remember previously learnt material.

What are the Learning Objectives for this session?

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●  Classify the assessment questions as per Bloom’s taxonomy.

●  Generate questions for different levels of Bloom’s taxonomy.

●  Align the assessment questions to their respective learning objectives.

By the end of this session, you will be able to :

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What is the cognitive level of question?

The unit of resistance is ________.

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What is the cognitive level of question?

The unit of resistance is ________.

Recall

Recall Recognize, recall facts. Remember previously learnt material.

Cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state

Action Verbs: Recall Level Questions

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Which of the following will cause the current through an electrical circuit to decrease? Choose all that apply.

a. decrease the voltage b. decrease the resistance c. increase the voltage d. increase the resistance

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What is the cognitive level of question?

Which of the following will cause the current through an electrical circuit to decrease? Choose all that apply. a. decrease the voltage b. decrease the resistance c. increase the voltage

d. increase the resistance

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What is the cognitive level of question?

Understand

Understand Grasp meaning, explain, interpret, translate, paraphrase

Alter, explain, rephrase, substitute, convert, give examples, summarize, restate, translate, describe, illustrate, reword, interpret, paraphrase

Action Verbs Understand Level Questions

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Which of the questions below belong to ‘understand’ level?

A.  Identify the following symbols

B. Two wires, one of copper and the other of iron, are of the same length and same radius. Which will have more resistance?

C. Write the mathematical expression for Ohm’s law.

D.  Construct a voltage divider that produces an output voltage which is one-third that of the battery voltage.

Polling question 1

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What is the cognitive level of question? Use Ohm's law equation to provide numerical answers to the following question:

An electrical device with a resistance of 3.0 Ω will allow a current of 4.0 amps to flow through it if a voltage drop of ________ Volts is impressed across the device.

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What is the cognitive level of question? Use Ohm's law equation to provide numerical answers to the following question:

An electrical device with a resistance of 3.0 Ω will allow a current of 4.0 amps to flow through it if a voltage drop of ________ Volts is impressed across the device.

Apply Apply Use knowledge in a new situation. Involves rules,

methods, laws, principles.

apply, relate, solve, classify, predict, compute, prepare, sort, simplify

Action Verbs: Apply level questions

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Higher Order Levels

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What is the cognitive level of question? In the circuits of diagrams A, B, C, and D what method Has been used to control the current in the circuits?

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What is the cognitive level of question? In the circuits of diagrams A, B, C, and D what method Has been used to control the current in the circuits? Analyze

Analyze Separate whole into parts until structure of whole and relationship between parts is clear.

Action Verbs: Analyze Level Questions

Ascertain, diagnose, distinguish, analyze, divide, associate, examine, differentiate, reduce, discriminate, separate, dissect, infer, determine

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Two V-I graphs are shown. One represents a series combination and the other a parallel combination of two resistors. Which of the two, represents the parallel combination?

Polling question 2

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What is the cognitive level of the question below?

A

B

I à

V

à

X

Y

A) Understand C) Recall B) Analyze D) Create

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What is the cognitive level of question? Which of the given circuits will have higher value of current 'I' . Given data: Voltage and resistance values.

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What is the cognitive level of question? Which of the given circuits will have higher value of current 'I' . Given data: Voltage and resistance values.

Evaluate Evaluate Judge value based on criteria, justify a Decision

Action Verbs: Evaluate Level Questions

appraise, conclude, critique, judge, assess, contrast, deduce, weigh, Compare, criticize, evaluate

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What is the cognitive level of question? Using Ohm’s Law, construct a voltage divider circuit to obtain 'X' voltage from a battery bank of 'Y' voltage.

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What is the cognitive level of question? Using Ohm’s Law, construct a voltage divider circuit to obtain 'X' voltage from a battery bank of 'Y' voltage.

Create Create Generate new ideas, products or ways of looking at

things. Combine parts together to form a new whole

Action Verbs: Create Level Questions

Combine, devise, originate, compile, expand, plan, compose, extend, synthesize, conceive, modify, generalize, revise, create, integrate, design, invent, rearrange, develop

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Obj: Students should be able to graphically draw the characteristics of different types of resistors.

Ques: Which of the V-I curves could represent a Non-Ohmic resistance?

Is the assessment Question aligned with objective?

A. Yes B. No

Polling question 3

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Obj: Students should be able to apply Ohm’s in simple series circuits.

Ques :Design a circuit that will reduce the given DC fan's rotation speed to 40 % of its current speed.

A. Yes B. No

Is the assessment Question aligned with objective?

Polling question 4

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Obj: Students should be able to calculate the resistance in the circuit from experimental observations of voltage (V) and current (I).

Ques: Write mathematical statement for Ohm’s law.

A. Yes B. No

Is the assessment Question aligned with objective?

Polling question 5

“Blooming all the way”

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What? A series of questions in a given topic that go from Recall level to Create level.

Why? Create a question bank in various topics so that we can use them while framing assignments and exams.

“Blooming all the way” - Example

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LEVEL QUESTION Recall State the formula of Euclidean distance between two points. Understand Draw a diagram to explain the meaning of Euclidean distance. Apply What is the air-distance between Rashtrapati Bhavan and Red Fort,

given their coordinates on the local map: (3, 18) & (4, 27). Analyze Ram flies in a helicopter from points A to B, then from B to C, then from C

to D as shown on the diagram. How far is he from his starting point? Evaluate Decide if you would use the chessboard distance or the Euclidean

distance to calculate the cost of the road connecting two towers A & B. Create Develop a program in Scratch that takes the values of the coordinates of

two points, and output the distance between them.

Subject: Maths (high school); Topic: Co-ordinate geometry

“Blooming all the way” - Example

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LEVEL QUESTION: Given an engineering drawing:

Recall Identify the tolerances of the drill hole in the given engg drawing.

Understand

Apply Calculate the operational speed of the drill machine.

Analyze Determine the optimum number of passes for the drilling operation.

Evaluate Decide if this operation be done on a lathe machine.

Create Generate a G code for a CNC drill.

Subject: Manufacturing engineering; Topic: Machining

“Blooming all the way” - Example

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LEVEL QUESTION Recall Draw the logic diagram for JK flipflop. Understand Give an example of a combinational circuit. OR, Complete

the truth table for the given logic. Apply Simplify and draw the logic diagram for the expression:

Analyze Reduce the number of gates in the given complex circuit.

Evaluate Compare the error correcting capacity of CRC8 & CRC10.

Create Design a counter which will undergo the following states: 0 1 3 4 8 9 15.

Subject: CS; Topic: Logic gates

Group Activity: Blooming all the way Goal: Design a series of questions for a topic in your course that

span the 6 Bloom’s levels. •  Find a partner from your domain. •  Choose a subject that you both are comfortable teaching. •  Choose a topic, that you would need 2-3 class to teach. •  Write assessment questions, one in each Bloom’s level, starting from Recall. •  HINT – Use Action verbs (see next slide). •  NOTE – The questions must be for the same topic. Do not add a new topic

when you write higher level questions. •  Post your questions on Moodle in response to the assignment “Create

questions for all Bloom’s levels”. This will be your contribution towards the community resources J.

Action Verbs •  Remember List, Memorize, Relate, Identify, Show, Locate, Reproduce, Quote, Repeat, Label, Group, Read, Write, Outline, Choose, Recite, Match, Cite, Define

•  Understand Restate, Discuss, Translate, Give examples of, Paraphrase, Reorganize, Describe, Outline, Account for, Interpret, Explain •  Apply Manipulate, Exhibit, Illustrate, Calculate, Make, Apply, Operate, Change, Compute, Sequence, Solve, Demonstrate, Use, Adapt, Predict

•  Analyze Ascertain, Diagnose, Distinguish, Analyze, Examine, Conclude, Infer

•  Evaluate Appraise, Conclude, Critique, Decide, Judge, Compare, Contrast, Deduce, Weigh, Evaluate

•  Create Combine, Devise, Expand, Plan, Compose, Extend, Create, Design, Invent, Develop, Modify