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Wendy Dusek and Andrea Schullo WITC

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Analyze how assessment results can be used to improve student learning Design an assessment plan to improve student learning close the assessment loop.

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You base your teaching and assessment on predetermined performance-based program outcomes and course competencies You use a variety of formative and summative assessment strategies Your assessment strategies are valid and reliable

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Review Data to Determine Student Learning Adjust Teaching and Assessment Strategies as Needed Identify Teaching and Assessment Strategies Teach and Assess Develop/Review Outcomes/Competencies Grades

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How do the performance standards in the COSs guide this decision? What role do students have in the process? What other variables would affect your choice of an assessment tool? How do you document that?

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Develop a common assessment tool (can be an exit/final exam/capstone project etc.) The program faculty work together to build, analyze, and modify that tool (can include students input here also) Compare grades on this assessment with cumulative course grade Analyze gaps between expectations and achievement Match competencies and learning units with criteria/ expectations on the tool Collect and store data to develop longitudinally Make improvements based on results

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Competency: Explore meal preparation for camping. You will demonstrate your competence By planning a menu and preparing a meal for a given camping environment Your performance will be successful when The meal menu is appropriate for the camping environment The meal menu is nutritionally balanced The meal preparation includes at least one cooked item The meal preparation is appropriate for the camping environment The meal prepared is edible Food is properly stored before and after meals Learning Objectives: Explain how meal menus vary depending on the camping environment. Explore menu options for camping. Demonstrate methods for cooking food in various camping environments. Explain strategies for securing food items from wild animals in various camping environments.

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Criteria321 The meal menu is appropriate for the camping environment Menu takes into consideration all aspects of the camping environment such as travel to the campsite, food storage options, preparation accommodations, etc. 75% Menu takes into consideration many aspects of the camping environment such as travel to the campsite, food storage options, preparation accommodations, etc. but overlooked some aspects that may cause issues. 20% Menu has many aspects that would be inappropriate for the given environment. 5% The meal menu is nutritionally balanced All meals in the menu are nutritionally balanced. 70% Daily menus have nutritional representation. 25% Daily menus lack representation of one or more major food group. 5% The meal preparation includes at least one cooked item Meal includes more than one cooked item. 90% Meal includes one cooked item. 10% Meal does not include a cooked item. 0% The meal preparation is appropriate for the camping environment Meal prepared takes into consideration all aspects of the camping environment such as cooking on a stove or fire, equipment available for use, etc. 40% Meal prepared takes into consideration many aspects of the camping environment such as cooking on a stove or fire, equipment available for use, etc. but overlooked some aspects that may cause issues. 45% Meal prepared has many aspects that would be inappropriate for the given environment. 15% The meal prepared is edible Meal is not overcooked or undercooked and does not include any hazardous items/ingredients. 85% Meal is slightly overcooked or undercooked and does not include any hazardous items/ingredients. 12% Meal is burnt or raw or may include an item/ingredient that could be hazardous. 3% Food is properly stored before and after meals Food is properly stored in vehicle, secured locker, or bear bag, etc. 90% Food is stored in vehicle, secured locker, or bear bag, etc. but some aspect is overlooked that may cause issues. 0% Food is not stored securely. 10% Learners will be randomly assigned a camping environment. They will plan a menu for a three-day camping trip and prepare one meal for their assigned camping environment. (sample size is 20 students)

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StudentCriteria 1Criteria 2Criteria 3Criteria 4Criteria 5Criteria 6Total 133333318 222212110 333323317 4333233 51121117 633333318 722322314 832333317 933333318 1033333318 1132323316 1222313314 1323323316 1433323317 1533333318 1633323317 33333318 333333 1933323317 2033323317

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Everyone shares tools used to assess a common outcome Student work samples/portfolio Anecdotal notes gathered over a period of time Rubrics

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You need a place to document changes made based on assessment data so you can follow results longitudinally A few ideas: Wiki One Note Portfolio class within your LMS

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Compare your assessment tools to course competencies/objectives/outcomes. Identify gaps and overlaps. Analyze student achievement by competency/objective/outcome. Plan adjustments in teaching and assessment strategies to address findings.

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Base your decisions on your data Make sure your data is reliable and valid Document your data results and changes Utilize formative assessment often Listen to your students

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Using Assessment to Improve Student Learning and Progress: http://www.pearsoned.com/pr_2009/051309.pdfhttp://www.pearsoned.com/pr_2009/051309.pdf This article makes the distinction between assessment for learning and assessment of learning and includes a nice table identifying the differences. Using Assessment to Improve Instruction: http://www.uknow.gse.harvard.edu/decisions/DD2-4.htmlhttp://www.uknow.gse.harvard.edu/decisions/DD2-4.html Center for Instructional Innovation & Assessment: http://pandora.cii.wwu.edu/cii/resources/modules/assessment/default.asp#assessment http://pandora.cii.wwu.edu/cii/resources/modules/assessment/default.asp#assessment Makes the connection between teaching and learning. Black, Paul & Wiliam, Dylan. (1998). "Classroom assessment and learning." Assessment in Education: Principles, Policy and Practice. 5 (1), p. 7-73. Atkin, J. M., Black, P., & Coffey, J. (2001). Classroom assessment and the national science standards. Washington, DC: National Academies Press. Chappuis, S. (2005). Is formative assessment losing its meaning? Education Week, 24(44), 38. Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it rightusing it well. Portland, OR: Educational Testing Service. Chappuis, Stephen, and Jan Chappuis. "The Best Value in Formative Assessment." Educational Leadership 65.4 (2008): 14-19. Web. 1 May 2010. http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative- Assessment.aspx.http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative- Assessment.aspx Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane (2005), is published by the Harvard Education Press. http://www.uknow.gse.harvard.edu/decisions/DD2-4.html http://www.uknow.gse.harvard.edu/decisions/DD2-4.html

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Assessment OF LearningAssessment FOR Learning Strives to document achievementStrives to increase achievement Informs others about studentsInforms students about themselves Informs teachers about improvements for next yearInforms teachers about needed improvements continuously Reflects aggregated performance toward the content standards themselves Reflects specific student and teacher iterations to aspects of learning that underpin content standards Produces comparable resultsCan produce results that are unique to individual students Produces results at one point in timeProduces results continuously Teachers role is to gauge successTeachers role is to promote success Students role is to score wellStudents role is to learn Provides administrators program evaluation informationNot designed to provide information for use outside of the classroom Motivates with the promise of rewards and punishmentsMotivates with the promise of success This table is a customized version of a table first published by the NEA in Balanced Assessment: The Key to Accountability and Improved Student Learning, 2003. Retrieved from Using Assessment to Improve Student Learning and Progress, http://www.pearsoned.com/pr_2009/051309.pdfhttp://www.pearsoned.com/pr_2009/051309.pdf

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InstructorsStudents PlanningGrasping ObservationIntegrating Attempts to Understand (students learning) Applying Monitoring progressConcepts and material Providing FeedbackResponsibility of learning