Connecting Assessment with Learning

1. Connecting Assessment with Learning Assessment Tier I Professional Development

2. Assessment Tier Professional Development • Tier I – (required) Purposes and functions of assessment and evaluation tools (you are here). • Tier II- (required) Development and use of assessments and evaluation tools, including using Rigor and Relevance. • Tier III – (optional) Professional development for future Assessment Tier Champions.

3. A.I.M.

4. A.I.M.

5. Assessment Tier I Objectives • Explore the functions of assessment. • Examine the purpose and value of rubrics. • Explore the Rigor and Relevance Framework. • Differentiate between formative and summative assessment. • Differentiate between traditional and authentic assessment. • Explore various formative assessment strategies. • Recognize the relationship among SLOs, EOs, POs and ISLOs.

6. Assessment? What is assessment?

7. Traditional and Authentic Assessment Traditional Assessment Authentic Assessment Performing a Task Real-life Construction/Application Student-structured Direct Evidence Assessment drives the curriculum • Selecting a Response • Contrived • Recall/Recognition • Teacher-structured • Indirect Evidence • Curriculum drives the assessment

8. Understanding Formative and Summative Assessments What are formative and summative assessments? When do I use formative and summative assessments? Why do I use formative and summative assessments?

9. Formative Assessment is… …a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

10. Summative Assessment is… …the process of gathering quantitative performance data to evaluate progress on student learning outcomes, benchmarks, and class or programmatic efficacy.

11. Points of Distinction Formative Assessment Summative Assessment Are typically conducted periodically (mid-term, final, annual). Typically formal assessment (test, or large project/paper). Typically graded or quantified. Used to provide a quantitative measure of performance. • Can be incorporated daily, weekly, or periodically. • Can be formal or informal assessments. • May or may not be graded. • Used primarily to guide learners to help them develop.

12. Activity Weekly Quizzes and Small Assessments Tests and Exams Case studies Questioning Essays/Papers Mark each assessment as Formative (F) or Summative (S) • Direct Observation and Feedback • Projects • Collaborative Group Projects • Simulations/Role Plays

13. Examples of Assessment Types Formative Summative Tests and Exams Projects Case studies Simulations/Role Plays Essays/Papers • Direct Observation and Feedback • Questioning • Collaborative Group Projects • Weekly Quizzes and Small Assessments

14. Why Do I Use Formative Assessments? • To provide feedback that moves learning forward for the student and the instructor. • To engineer effective classroom discussions, questions, and learning tasks that elicit evidence of learning.

15. Why Do I Use Summative Assessments? • To collect quantitative performance data of student learning. • To assess the effectiveness of the course’s delivery and instruction. • To quantitatively assess the achievement of student learning outcomes for a class.

16. Activity • In pairs, locate the “Types of Assessment Matrix” in your folder. Choose two assessment types that you are not currently using, but that you may be able to apply in one of your courses. Discuss how it could be used and why you chose it. • Use the “Assessment Types Activity” sheet located in your handouts to compete this activity.

17. Assessment and Learning To confirm the relationship among: Mission, Institutional Student Learning Outcomes (ISLOs), Program Outcomes (POs), and course Student Learning Outcomes (SLOs) and Enabling Objectives (EOs) Program and classroom assessment Academic rigor and Bloom’s Taxonomy Course assessments …in the Baker College classroom.

18. Layers of Assessment Summative Assessment Baker College Mission Accreditation ISLOs POs SLOs/EOs Summative Assessment Formative Assessment

19. Classroom and Program Assessment Classroom Assessment • Focuses on outcomes from a single course of instruction. • Can be assessed daily, weekly, midterm, final, etc. • Focuses on and aligned to SLOs and EOs defined by a section of content and the syllabus. • Focus on providing student feedback for improvement of the learner. Program Assessment • Focuses on learner outcomes for degree completion (capstone outcomes). • Typically assessed annually or every few years. • Focuses on exit competencies and ISLOs and POs. • Focus on gathering data for institutional and programmatic improvements.

20. Rigor and Relevance

21. Bloom’s and Assessment Types • Quadrant D • Role Plays • Simulations • Problem-based learning • Portfolio • Quadrant C • Research • Problem-based learning • Case studies • Quadrant B • Cases • Papers • Scenarios • Demonstration • Quadrant A • Constructed Response • Multiple choice Questions

22. Developing a Good Assessment • Determine the appropriate level of SLOs and EOs (Rigor and Relevance). • Determine an appropriate method (Rigor and Relevance). • Demonstration, essay, oral, multiple choice, project… • Determine your criteria for success.

23. Group Activity Using the SLOs/EOs provided (EN201), you will need to do the following: • Choose 1 SLO and 1 EO. • Use the Rigor and Relevance Framework to determine the level of Bloom’s on the Knowledge Taxonomy (Y) axis and level on the Application Model (X) axis. • Determine the quadrant for your SLO and EO. • Now that you know your quadrant, use the Recommendations for Assessments, Instructional Strategies, and Assignments handout to determine the appropriate assessment method to assess your chosen SLO and EO.

24. Rubrics What are rubrics? What are the purposes of rubrics? When are rubrics used?

25. A Rubric is… …a scoring tool or guide, that lists the components to be assessed, and specific criteria to assess a piece of work.

26. I use Rubrics… • To help my students better understand expectations. • To provide consistent grades from student to student and eliminate potential bias. • To help students clarify relevant content and the importance of content. • To provide specific feedback on student performance. • To help improve my own instruction.

27. Holistic Rubrics Holistic Rubrics provide a single score based on an overall impression of a student’s performance on a task.

28. Holistic Rubrics • When to use holistic rubrics: • There is no single correct answer/response to a task (creative work). • There is focus on overall quality, proficiency, or understanding of a specific content or skills. • You want a quick snapshot of achievement. • A single dimension is adequateto define quality.

29. Analytic Rubrics Analytic Rubrics provide specific feedback along several dimensions.

30. Analytic Rubrics • When to use analytic rubrics: • Several faculty are collectively assessing student work. Descriptions promote consistent scoring. • Profiles of specific strengths/weaknesses are desired. • You want detailed feedback. • You want to assess complicated skills or performance. • You want students to self-assess their understanding or performance.

31. Checklists Checklists contain a list of behaviors or specific steps.

32. Checklists • When to use checklists: • Checklists are a simple list of assessment criteria or components that must be present in student work. • All that is needed is a place to mark whether or not the student has accomplished the task or not, there is no judgment on the quality of the work.

33. Rubric Activity Complete the following welds:

34. Rubric Activity Diet Analysis Project • Part 1. Recordkeeping. Record your food, drink and exercise data for a 3-day period of time. This will be completed before the unit begins. Use any journaling method you desire to accurately record your diet. Enter your intakes into the MyDietAnalysis software program. • Part 2. Data Analysis. This will occur throughout the unit as we examine your intakes of calories, carbohydrates, lipids, proteins, vitamins, and minerals as part of each lesson. Examine your diet in terms of: Quantity-- Intakes vs. Requirements and Expenditures – deficiencies and excesses (Adequacy & Moderation).Food Groups -- Connecting specific foods and the nutrients they deliver (Balance & Variety) • Part 3. Summary & Action Plan. The final writing or summary will be a synthesis of the analysis. Structure your summary as an Introduction, Overall Diet Pattern, and Healthfulness of Your Diet.

35. Rubric Activity Oral Presentation Complete an oral presentation on the Apollo 13 project. The presentation must include the following: • Explain the role each member played. • Explain any challenges the group had working together. • Explain the component and computer diagram and how group members worked together to construct both. • Presentation must be 5-10 minutes, including questions and answers. • Must include one visual aid (your project and/or PowerPoint and Word diagrams may count as the visual). • Ask for questions from the audience and group members answer. • Each group member must speak and present on a portion of the presentation. • Group members are required to dress business professional.

36. Rubric Activity Breaking News Exercise Standards: • Apply basic skills and techniques of interviewing • Write clearly and correctly in the forms and styles of news • Create unbiased pieces of work • Contributes fairly to group tasks • Exhibits professional workplace standards Task: • In groups, create an authentic breaking news scenario. Discuss the roles each team member will play, outline the details and determine the facts you plan to present. • One person will be expected to be the photographer and will have to shoot the news conference. • Each team will hold a mock news conference and members are expected to play the role their team assigns them. • Members of the other team will be the “reporters” and will be required to ask all the pertinent questions of the appropriate people.

37. Rubric Activity Basketball Dribbling Skills Test

38. Where Have We Been… • Authentic and Traditional Assessments • Formative and Summative Assessment • When and why do I use it? • Program and Classroom Assessment • Rigor and Relevance and Assessment Types • Rubrics • Why rubrics? • Types of rubrics

39. What’s Next? • In Tier II: • Apply Rigor and Relevance to create assessments. • Develop Rubrics. • For help, contact: • Direct Supervisor • Campus Assessment Champion • Contact your System Director • Director of Instructional Design

40. What Now? What is one thing that you are going to take away and implement from this professional development session?