Assessment and Evaluation: Tools for Learning

1. Assessment and Evaluation: Tools for Learning Kathryn McNaughton

2. Purpose of Today’s Session • To discuss the role and importance of appropriate assessment and evaluation practices within courses and programs at UCN as well as the pitfalls and of poor assessment practices. We’ll also be reflecting on what works. • The focus will be on assessment for adult learners.

3. Assessment and Evaluation Definitions Assessment is the process of documenting knowledge, skills, attitudes and beliefs in measurable terms. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. Evaluation is the systematic collection and analysis of data needed to make decisions.

4. Types of Assessment • Formative assessment is generally carried out throughout a course or project. In an educational setting, formative assessment might be a teacher, peer or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Formative assessments are diagnostic – sometimes termed “assessment for learning”. • Summative assessment is generally carried out at the end of a course or project, and is typically used to assign students a course grade. Summative assessments are evaluative – sometimes termed “assessment of learning”.

5. Performance-based assessment is frequently used with achievement in mind. However, you might decide to use a demonstration of learning as an in-class way of determining what skill levels the learners have achieved to a specific point in the course, rather than only at the end. Options include a capstone project or culminating activity which allows learners to show what they’ve learned over the duration of a course or program. A key question: What is authentic about the assessment?

6. Relationship to Learning Outcomes Effective assessment is based on learning outcomes which have been designed to ensure that individuals are able to acquire the knowledge and skills anticipated in the program and curriculum development processes. Learning outcomes are statements that describe significant and essential learning that individuals have achieved, and can reliably demonstrate at the end of a course or program. Learning outcomes identify what the learner will know and be able to do by the end of a course or program.

7. Good Assessment Practices for Adult Learners • Knowledge of the needs of adult learners • Opportunities for ongoing feedback • Personal meetings with the instructor • Journals, classroom diaries or blogs • Portfolio (individual) • Self-assessments (written or oral) • Project-based learning (team, collaborative) • Wikis

8. Use of problem-based learning which poses challenging, real-life situations thus allowing for demonstrations of learning • Expectation of active participation • Less reliance on transmission, one-way communication (teacher  learner) • Wider variety of instructional strategies which promote critical thinking and reflection • Creates a broader framework for assessment activities

9. Opportunities to become engaged in team activities which encourage collaboration • Observation of social and problem-solving skills • Opportunity for the instructor to provide immediate oral or written feedback to individual learners

10. Questions for Ourselves • What do I want the learners to accomplish? (how does assessment relate to learning outcomes) • What methods are appropriate for the content and level of learners? (Projects? Tests and quizzes? In-class demonstrations? Papers?) What would represent authentic assessment? • What balance do I want to achieve e.g. written vs. oral, use of technology, problem-solving, creating a specific knowledge base? • When will I plan to have specific assessments throughout the course? (relates to teaching load, marking strategies, class size, availability of resources)

11. Pitfalls • Think back to your own experiences as a learner – what assessment practices didn’t work for you? Why? • What are some examples of assessment practices that may no longer be as effective as they once were? Why?

12. Bouquets • In your experience, what assessment practices have been most successful? Why? • What advice about assessment would you give to a novice instructor?

13. Resources • http://www.sabes.org/resources/publications/adventures/vol6/6luna.htm - resources for Adult Basic Education • http://highered.ssrc.org – College Learning Assessment project • http://www.ericdigests.org/pre-9217/adult.htm