clackamas cc assessment presentation 2010

8/8/2019 Clackamas CC Assessment Presentation 2010

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Assessment and Students Learning

The purpose of

assessment is to guide

practice.



Definition of Assessment

Assessment is an ongoingprocess aimed atunderstanding and

improving student learning.

It involves making ourexpectations explicit andpublic;

setting appropriate criteria

and high standards forlearning quality;

systematically gathering,

analyzing, and interpreting

evidence

to determine how well

performance matches those

expectations and standards;

and using the resulting

information to document,

explain, and improve

performance.

(Angelo, AAHE Bulletin, November, 1995




When it is

embedded

effectively within largerinstitutional systems,

assessment can help us

focus our collective

attention,

examine our

assumptions, and

create a shared

academic culturededicated to assuring

and improving the

quality of higher

education (Angelo, AAHE

Bulletin, November, 1995




"Assessment is defined as the systematic basis

for making inferences about the learning and

development of students.

More specifically, assessment is the process of

defining, selecting, designing, collecting,

analyzing, interpreting, and using information to

increase students' learning and development"(T. Dary Erwin, Assessing Student Learning and Development , Jossey-Bass, 1991, see pp.14-19).



Using Assessment to Drive Learning

Assessment is

conducted toinform practiceleading to

improveperformance.



Learning is when Neurons Wire

Learning is a change

in the neuron-patterns of the

brain.(Ratey, 2002)

www.virtualgalen.com/.../ neurons-small.jpg



Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by the brainto conserve resources.

(Dr. Janet Zadina)



Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

and

it is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)



Assessment can be used to Drive

Students 'Learning

1. Establishing clear,measurable expectedoutcomes of students

learning.

Example-- competencylevels in math or readingor departmental examsin content subjects.



What do we want our students to learn?

What would make us happy (from all that we

taughtthe skills, content and behaviors) that our

students remembered and could use one year after

they finished our class?




2. Ensuring that studentshave sufficientopportunities to achievethose outcomes.

Rewriting

Retesting

Revising



Time

Does the course time fit

the amount of content

or number of skills

students are beingasked to learn?

A 3 credit course that

meets for 15 weeks3

hours per week

Gets 1.7% of the

students time each

week to deliver the

learning.




3. Systematicallygathering, analyzing,

and interpretingevidence to determinehow well studentlearning matches ouroutcomes/expectations



Examples of Gathering Information

Summative Forms

Pre-test --Post test

Initial writing sample

final writing sample

Portfolio of progress

Weekly quizzes

Cumulative exams

Written explanations of

understandings



Examples of Gathering Information

Formative Forms

Classroom discussions

Individual students

questioning Self ( student)

evaluation

Recoding of course

information Classroom assessment

techniques (CAT)




4.Using the resulting

information to

understand and

improve studentlearning.



Examples

Making changes in testquestions based on post-test analysis.

Revising assignments tobetter match learningoutcomes.

Rethinking the best use of your time in theclassroom.



Benefits of Assessment to Students

Clearly defined learning

outcomes helpstudents focus theirtime and energy.




Grades are a motivator

Regular feedback helpsstudents to know their

strengths and

weaknesses.



Feedback of Progress is Vital

Feedback allows for afeeling of makingprogress.

A feeling of makingprogress is what allowsstudents to deal withtasks, especially tasksthey dont necessarily like

to do.

(James Zull, The Art of Changing the Brain, 2002)




Assessment

information can

document what

students have learnedfor use in job

applications, grad

school etc.



Do grades have a place in

assessment?

YesThey can be useful evidence of

students learning if they are based on directevidence of students learning (tests, papers,projects etc.) that are truly linked to majorlearning goals and clearly delineated,

consistent standards through test blueprintsor rubrics (Suskie, 2004) nfo.umuc.edu/.../ image005.gif )

i



However, grade have limitations

Grades fail to clearly tell usabout large learning

Critical thinking skills

Problem solving abilitiesCommunicationskills/oral/written/listening

Social skills

Emotional Management skills

www.thrall.org/ criticalthinking/title.gif



Grades struggle to tells us about

Students Strengths and Weaknesses

A grade of B in organic

chemistry says the

student has probablylearned a great deal of

the information but we

dont know what she has

or has not mastered.

members.aol.com/ profchm/chmjugl2.gif



Grading Standards Across Courses

How precise are the

grading standards ?

Do standards differ

from teacher to

teacher?



Grading Standards Across Courses

Grading holistically

Grading using a rubric?

Grading giving points

Grading giving percentages



Example of Using Grades

If in class A

All scores below 60 are

considered an F and

4 test of equal value are

givenpotentially a

student could earn two

grades of F and two

grades of A to = C in the

course.



Example of Using Points

In class B

If four 100 point tests aregiven and a student earnsthe following grades

Test 1 = 39 points

Test 2 = 93 points

Test 3 = 57 points

Test 4 = 95 points

AVG = 71 or a D grade



Testing Standards are often

Inconsistent

Does the tests clearly

match the content

taught, the level of thinking taught and the

skills taught in the

class?



Role of Grading in Assessment

Grades are often based

on more than just whatthe students have

learned as measured

by tests, papers,

projects, presentationsetc.



Other Issues that Impact Grades

Grades may be

impacted by students

effort, attitude,

behavior orparticipation.



Other Issues that Impact Grades

Grades may also be

impacted by course

rules that lower grades

for being late or absentfrom class or turning in

late work.



Grades

These may all be

appropriate classroom

management tools but

they illustrate howgrades may not reflect

what a student has

learned as defined in

the courses learningoutcomes.



Limits of Tests

Are the test questions

precise enough and

consistent enough with

what we taught to bean accurate measure of

the learning?



50 Minutes

How many questions

covering how many

parts of what was

taught can be answeredby students in 50

minutes?



Formative Assessment

Black and Wiliam [3]

consider an assessment

formative when the

feedback from learningactivities is actually

used to adapt the

teaching to meet the

learner's needs.



Formative Assessment Tools

Classroom Assessment Techniquesthese are avariety of informal short activities to assess howstudents learning is progressing. They can bedone daily, weekly, monthly etc.( Angelo and Cross, 1993)

± One minute paper

± Muddiest point

± One sentence summary

± Background Questionnaire

± Content Inquiry

TOOLS



Formative Tools

Written Feedback

Oral Feedback/ individual student meetings

Peer feedback

Small Group Instructional Diagnosis (SGID)

Recitation/ Questioning/Recoding

Discussion

Observations



Self Assessment

Self assessment of

work- builds

metacognition skills.

It is students judging

their own work based

on explicit criteria in

order to do better in

the future( Rolheiser & Ross, 2000).



Summative Tools

Essay tests

Objective tests, true-false, multiplechoice, fill-in-the blanks, matching

Cases

Open book tests

Take home tests

Group tests

Retesting

Daily/weekly quizzes



Summative Tools

Pop quizzes

Oral presentations-powerpoint, web pages or sites

Written reports Written term papers

Written essays

Group presentations

Speeches Role plays

Performances



Summative Tools

Simulations

Games, like College Bowl, Jeopardy

Debates Trials

Point-Counter Point

Town Meeting

Create video or DVD Interviews

Teach a lesson



Summative Tools

Annotating reading

Writing case studies

Solving problems

Creating mind maps-contentmaps

Create images or drawings Reflective Journals

Discussion/participation

Problemsets/math/chemistry/physics/accounting

Answer questions from readings Write summary or notes of

reading

Puppet Show



References

Bers, T., Davis, B. D., & Mittler, M. (2001). Assessing the Achievement of General Education Objectives in the Community College: A Project Acrossthe Disciplines [Electronic Version]. Assessment Update, 13, 6-13. See http://www3.interscience.wiley.com/cgi-bin/jissue/86511668.

Biggs, J. (2006). OBTL (Outcomes-based Teaching and Learning) at CityU in the Hong Kong context. Seehttp://celt.ust.hk/obe/links/references/OBTL%20at%20CityU%20in%20the%20Hong%20Kong%20Context(PP03).ppt Boud, D., & Falchikov,N. (2006).Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. Brown, G., Bull, J., & Pendlebury,M.(1997). Assessing student learning in higher education. London ; New York: Routledge. Coates, H. (2007). Excellent measures precede measures of excellence. Journal of Higher Education, 29(1), 87-94.

Cross, P., & Angelo, T. (1988). Classroom Assessment Techniques. A Handbook for Faculty. Seehttp://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/20/15/f 6.pdf

Gan Che, N., Heskin, K., & Sharma, R. (1993). Quality of Student Outcomes: Concepts and Issues of Measurement. Seehttp://www.aair.org.au/jir/Nov93/Ng2.pdf Hernon, P. (2004). Selecting from the Assessment Tool Chest. In P. Hernon & R. E. Dugan (Eds.), Outcomes

Assessment in Higher Education Westport: Libraries Unlimited. Hernon, P. & Dugan, R. (Eds.). (2004).O

utcomes Assessment in Higher Education:Views and Perspectives. Westport: Libraries unlimited. Hinett, K., & Knight, P. (1996). Quality and assessment. Quality Assurance in Educat ion, 4(3), 3-10. (Also relevant for Quality Assurance, Implementation)

Hunt, S. (2000). Community College Strategies: Using a Capstone Course to Assess General Education Outcomes. Assessment Update, 12, 8-9. Seehttp://www3.interscience.wiley.com/cgi-bin/fulltext/101521998/PDFSTART

Kift, S. (2002). Harnessing Assessment and Feedback to Assure QualityOutcomes for Graduate Capability Development: A Legal Education CaseStudy. See http://www.aare.edu.au/02pap/kif02151.htm

Murphy, R. (2001). A Briefing on Key Skills in Higher Education, Assessment Series No 6, Learning and Teaching Support Network (LTSN) GenericCentre. See http://www.palatine.ac.uk/files/967.pdf

Rolheiser, C., & Ross, J. A. (2000). Student self-evaluation - what do we know? Orbit, 30(4), 33-36.

Seybert, J. (1994). Community College Strategies: Assessing Student Learning [Electronic Version]. Assessment Update, 6, 8-9. Seehttp://www3.interscience.wiley.com/cgi-bin/fulltext/114134718/PDFSTART. Seybert, J. (2002). Assessing Student LearningOutcomes. New Directions

for Community Colleges(117), 55-65.

T. Dary Erwin, Assessing Student Learning and Development , Jossey-Bass, 1991, see pp.14-19). Yeo, S. (2004). Embedding Graduate Attributes in Assessment Tasks. See http://www.cdtl.nus.edu.sg/link/pdf/Jul2004.pdf (Also relevant for Staff

Development, Conceptualisation

http://www.aacu.org/resources/assessment/index.cfm

http://www.glencoe.com/ps/teachingtoday/educationupclose.phtml/9

http://www.stanford.edu/group/ncpi/unspecified/assessment_states/instruments.html

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED399925&ERICExtSearch_SearchType_0=no&accno=ED399925 ( AAHE Reference to Definition of Assessment)

clackamas cc assessment presentation 2010

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