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Module 6: Assessment. IITE Professional Development Course Lucknow University (6/4/2010) Professor Tim Keirn timkeirn@csulb.edu. A Review: Standards-Based Approaches and Learning Outcomes. Programme learning outcomes Course learning outcomes

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module 6 assessment

Module 6: Assessment

IITE Professional Development Course

Lucknow University (6/4/2010)

Professor Tim Keirn

timkeirn@csulb.edu

a review standards based approaches and learning outcomes
A Review: Standards-Based Approaches and Learning Outcomes
  • Programme learning outcomes
  • Course learning outcomes
  • Program curricular map w/ sequenced papers for two certifications
    • Physical Science: Teacher Ed, Chemistry, Mathematics and Physics
    • Biology/Life Science: Teacher Ed, Chemistry, Botany and Zoology
review continued
Review Continued
  • Learning outcomes for each paper
  • Design an example of a lesson within a paper that is:
    • Inquiry-based
    • Aligned to a paper specific learning outcome
    • Engages students with materials from the web
review continued4
Review Continued
  • Design an assessment that is aligned to the inquiry-based lesson and the specified paper learning outcome
  • Design a rubric for the aforementioned specific assessment
  • Publish materials to the portal on the web
general introduction to assessment
General Introduction to Assessment
  • Do students learn what faculty believe they are teaching? How do you know? On what evidence do you substantiate your claims?
  • As an employer of a candidate with an upper second B.Sc from Lucknow in e.g. Botany -- what do I know ‘they know’ and what do I know ‘they can do’?
    • What more do they know and what more can they do than someone with a ‘lower second’ and compared to some one with a ‘first’?
introduction to assessment
Introduction to Assessment
    • Can I assume that someone who did the same paper with Vivek ‘knows and can do’ the same as a student of Nalini?
    • If so -- how can you substantiate these claims?
  • Think-Pair-Share Strategy: Identify and discuss the origins of three weaknesses in the current means by which students are assessed at Lucknow University
    • This may not be an exhaustive list!
traditional assessment
Traditional Assessment
  • Traditional assessment is inseparable from traditional modes of teaching and learning
    • PH.D. provides discretion as to what is taught
    • Stand and deliver
    • Design assessment to measure knowledge retention
    • Assign marks based on the ‘volume’ of knowledge retained
    • PH.D provides discretionary authority to assess the ‘volume’ itself
problems with traditional assessment
Problems with Traditional Assessment
  • Serve to discriminate between students as opposed to demonstrating competencies
  • Almost always measures the reproduction of factual knowledge
    • Little if any variance in both the method of assessment and the modality of learning
  • Assessment is never deployed as a learning tool
    • The secret handshake
    • Blame the learner, not the teacher
problems with traditional assessment cont
Problems with Traditional Assessment (Cont)
  • Assessment is infrequent and heavily weighted (high stakes)
    • Summative over formative assessment
  • Limited measurement of teaching efficacy:
    • Did the instructor get the content ‘across’?
    • Did the students read and ‘remember’ the book?
alternative forms of assessment
Alternative Forms of Assessment
  • Standards-, disciplinary- and inquiry-based approaches to teaching and learning require a different approach to assessment
  • Seek to measure:
    • Thinking and skill > factual retention
    • Production and application of knowledge > reproduction of knowledge
    • What is learned (aligned to SLO) > What is taught
alternative assessment cont
Alternative Assessment (Cont)
  • Standards-based assessments:
    • Are designed to measure task competence and degrees of proficiency > ranking and discriminating between students
    • Are done in multiple forms to measure multiple modalities of learning
    • Are learning tools in support of instruction and are transparent to students
    • Are on-going and used to support reflection and improvement in teaching practice
alternative assessment practicum
Alternative Assessment Practicum
  • In disciplinary groups -- design a draft of both a formative and summative assessment aligned to specific student outcome from a paper in the programme
    • Specify the SLO
    • Discuss what dimensions of a task are specifically measured in your standards-based assessments
different forms of assessment and methodologies
Different Forms of Assessment and Methodologies
  • Formative Assessments
    • Aligned to learning outcome and to summative assessment
    • Should provide appropriate feedback to student in preparation for the summative assessment
    • Provide appropriate feedback to instructor about the efficacy of the pedagogic methodology
  • Monitoring for comprehension in lecture
    • Think-pair-share
    • Short prompts
other types of formative assessment
Other types of formative assessment
  • Multiple-choice quizzes
  • Short exercises and prompts
  • Meeting the challenge of marking
    • Be specific about nature of feedback and limits of time
    • Peer evaluation
    • Rubrics
multiple choice questions
Multiple Choice Questions
  • Design questions that assess thinking and skill > factual content
    • Bloom’s taxonomy
    • Develop ‘justified’ multiple choice questions that demonstrate thinking and process
    • Develop distracters that demonstrate & identify student (mis)understandings
    • Questions that task students to substantiate or challenge claims
bloom s taxonomy
Bloom’s Taxonomy
  • Bloom’s pyramid and active verbs
    • Recall (list)
    • Application (show)
    • Analysis (compare)
    • Synthesis (predict)
    • Evaluation (dispute and/or substantiate)
authentic assessment
Authentic Assessment
  • Performance assessments tied to authentic disciplinary-tasks -- students produce knowledge as opposed to reproducing knowledge
    • Laboratory practicum
    • Research projects
    • Assessment constructed as a problem
    • Evaluating the validity of different interpretations and conclusions and their evidentiary basis
    • Counterfactual questions and prompts
rubrics a scoring guide that provides criteria to describe levels of student performance
Rubrics - A Scoring Guide that Provides Criteria to Describe Levels of Student Performance
  • The advantages of using rubrics:
    • Instructors marks more accurately, reliably and quickly
    • Requires greater accuracy about the criteria of student performance
    • Serves as a learning tool and provides better feedback to students and makes the standard of performance explicit
    • Creates better reliability across sections
challenges to using rubrics
Challenges to Using Rubrics
  • Initially time-consuming (but in long-run saves time)
  • Difficulty to find exact language that distinguishes between levels of performance and establishes criteria
  • May require revision in initial implementation
rubric practicum
Rubric Practicum
  • Identify the dimensions of competence in the task that can be both delineated and demonstrated in the student performance (aligned with SLO)
    • Holistic versus analytic (and the advantages of the latter within limits)
    • Weight and scale the dimensions within the task
rubric practicum cont
Rubric Practicum Cont.
  • Establish criteria for competent performance of each specified dimension of the task
  • Establish a scale of criteria performance
    • How many clearly identifiable scales? E.g.,
      • Competent and Not Competent
      • Not Proficient, Proficient, Excellent
      • Not Proficient, Developing, Proficient, Beyond Proficient, Exemplary
    • # of scales needs to be justified by clearly delineated performances of each dimension of the task
rubric practicum continued
Rubric Practicum Continued
  • The ideal process
    • Create draft of rubric
    • Implement and refine with evaluation of samples of student work
    • Calibrate with other faculty
    • Mark!
rubric exercise
Rubric Exercise
  • In disciplinary groups -- create a draft rubric for a laboratory practicum with three scales of performance for each dimension
    • Teacher education faculty -- to do the same but for a pre-service teacher’s design of a laboratory practicum