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Evidence of Student Learning

Evidence of Student Learning. Effective Teaching and Learning Department. “Teaching without learning is just talking”

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Evidence of Student Learning

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  1. Evidence of Student Learning Effective Teaching and Learning Department

  2. “Teaching without learning is just talking” “Learning can and often does take place without the benefit of teaching-and sometimes even in spite of it- but there is no such thing as effective teaching in the absence of learning.” - Angelo & Cross, 1988, p. 3

  3. Objectives • Practice questioning techniques • Identify the role of formative and summative assessments in the classroom • Determine how to use the results from a formative assessment to change your teaching • Identify the purpose & placement of student self-assessment • Discuss assessment-frequency vs. timeliness and duration • Differentiate among assessment types • Begin a self-reflective journal

  4. Small Group Discussions • What role do questions play in your class? • How much time do you spend preparing your questions for class? • When is the best time to ask questions of your class? • Be prepared to report on your answers.

  5. Good Questions Should • Drive student learning • When a student is interested in a topic, he/she will ask questions • Lead to more questions, which stimulates critical thinking • Include a mix of question types and designs • Open and closed • Lower level to higher level

  6. Bloom and Questions • Bloom’s Taxonomy was created in 1956 by Benjamin Bloom and other Educational Psychologists • Level I – Knowledge • Level II – Comprehension • Level III – Application • Level IV – Analysis • Level V – Synthesis • Level VI – Evaluation

  7. Types of Questions • Closed • One in which there is a fixed or limited number of answers • Open • One in which there can be an unlimited number of answers • Most question types can be created at any level of Bloom’s Taxonomy

  8. Question Practice Modeling • Level I – Knowledge • label, recall, list, tell • Level II – Comprehension • explain, paraphrase, restate, compare, contrast • Level III – Application • solve, build, model, utilize, construct, apply • Level IV – Analysis • categorize, classify, distinguish, test for, investigate • Level V – Synthesis • combine, role-play, hypothesize, design, invent • Level VI – Evaluation • compare and contrast, recommend, critique, relate

  9. Activity • Use the worksheet provided by the facilitator and practice creating questions for your course. • Try to include multiple questions at every level for use in your course. • Identify with an O or C whether the question is an open or closed question. • Be prepared to share your best question with the group.

  10. Question Pitfalls • Asking too many of the same type of questions • Not allowing enough wait time between the question and student response • Students need 20-30 seconds to process the question and formulate a response • Asking questions in the same format all the time • Vary between writing, small group, and oral responses

  11. Assessment: Formative vs. Summative Formative • Performed before, during, and after the learning process to facilitate the development of student learning • Aimed at improving what and how our students learn • Not graded by the instructor as it is often anonymous Summative • Performed at the end of the learning process (chapter, unit, course) to assess the results of the entire learning process • Measured against a pre-determined standard • Graded

  12. Formative Assessment • Also known as classroom assessment • Instructors know what students know before summative assessment process • Allows for corrective interventions • Students know what they know (or don’t know) before summative assessment • Facilitates self-monitoring of learning process • Enhances self-esteem and student self-efficacy • Increases student satisfaction and active learning • Promotes metacognition in students

  13. Quick and Easy Assessments • Minute paper • Allows students to write what they know about a topic or concept in 1-2 minutes • Muddiest point • Gives students the chance to explain what don’t they know or what is still unclear • Empty Outline • Helps students recall facts from readings or lectures

  14. Assessments of Critical Thinking • Pro and Con Grid • Provides both perspectives on the grid • Gives the student practice in critical thinking • Invented dialogue • Uses knowledge of the topic and writing skill • Invents a dialog between two figures in a realistic context • Concept map • Illustrates how items relate to one another from a central concept – relationships important

  15. Now What? • Give yourself time to review the results privately. • Determine the next stepsfor the class. Should you • Review difficult material again? • Create an activity so that students can work on a difficult concept in a different way? • Move forward with new material? • Share the results with the class.

  16. Student Self-Assessment • Different from instructor assessments • Not graded • Instructor created • Students can use these to set future learning goals • Can also see where they are deficient • Can also be used to aid in meta-cognitive skills • Helps make students responsible for their learning

  17. Examples of Self-Assessment • Comparing work over time (portfolio) • Working with a team to create an evaluation for a final project • Creating a rubric for final evaluation • Answering questions about a project as it is handed in • Writing reflection papers • Learning log or learning journal • Learning contract

  18. Activity • Use the handout provided by the facilitator • Design a student self-assessment that could be used in your class • NOT a review for a test • Answer the following questions: • What will it tell students about themselves? • What will it tell students about their thinking? • When will it be given in your course?

  19. Summative Assessment • Measures student knowledge or skills against the pre-determined standard • Uses multiple methods for multiple learning styles • Tests • Demonstrations • Oral exams • Papers

  20. Developing a Good Assessment • Determine an appropriate method • Demonstration, essay, oral, multiple choice • Create a “test blueprint” (Suskie, 2004) to ensure that you are testing to all important areas of the course or unit • Try to avoid using publisher test banks if possible • Take your time in developing the test questions

  21. Testing, Testing… Multiple choice tests are often used because they are: • Fast to administer (especially if using a publisher’s test bank) • Easy to score • Pull data about many learning points in a short time frame Suskie, 2004

  22. Multiple Choice Tests Rarely… • Check for real-world understanding • Most bosses will rarely, if ever, give a 4-part multiple-choice option when asking for an opinion or answer in a real-life situation • Measure critical thinking skills • Improve writing skill • Develop higher order thinking skills

  23. Using Essay and Oral Exams • Essay tests take longer to grade but can be more comprehensive • Oral exams take longer to conduct but are faster to grade • No take home grading! • Can be conducted privately or in a group setting • Both are comprehensive tests of student knowledge • Both require student preparation • For the exam and student anxiety

  24. Other Methods to Measure • There are other methods by which to measure student achievement • Portfolios of student work over a course • Role-play encompassing management techniques in a high-level course • It is important to match the Student Learning Outcome being measured to the skill or activity

  25. Activity • Select a Student Learning Outcome from your course (as close as you can remember). • Review the Bloom’s Taxonomy Wheel from St. Edward’s University and select a higher level outcome (Application-Evaluation). • Design a measurement for your course. • No tests or papers. • Be prepared to explain how your measurement fits your course to the group.

  26. Assessing the Assessment • Review your assessments regularly • Important the first time you give a major test or assessment in a class • Regular review is also important to determine if an assessment is still useful • Teaching that goes into the assessment

  27. Reflection • Reflection is important for both instructors and students • Student reflection can be built into assignments and courses • Instructor reflection needs to become a habit • At the end of professional development sessions • At the end of each class session • At the end of each course delivery

  28. Course Journal • Your challenge for this quarter is to keep a course journal • Use your faculty guide or syllabus and keep detailed notes on: • What worked well each class session • What didn’t work • What will you change going forward the next time you teach this course • Bring this to the Phase III Reflecting session

  29. Questions

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