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The Scholarship of Assessment

The Scholarship of Assessment. Norm Dennis. Two Key Definitions. Assessment - A measurement of performance, for the purpose of improving future performance. Evaluation - A measurement of performance against a set of prescribed standards, usually for the purpose of reward or punishment.

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The Scholarship of Assessment

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  1. The Scholarship of Assessment Norm Dennis

  2. Two Key Definitions • Assessment - A measurement of performance, for the purpose of improving future performance. • Evaluation - A measurement of performance against a set of prescribed standards, usually for the purpose of reward or punishment.

  3. A Framework for Teaching & Learning • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking about the subject. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  4. Testing 3 Dennisisms • Fair testing practices motivate students • Unfair testing practices promote aggressive behavior • Creation of good test instruments requires careful thought

  5. Testing Principles • Testing causes stress • Integrate testing with other course activities. • Base tests on learning objectives. • Pay attention to Bloom’s Taxonomy. • Remember why you are testing • Set students up for success on the first test. More are better

  6. Evaluation Synthesis Analysis Application Comprehension Knowledge For the Cognitive Domain Bloom’s Taxonomy of Educational Objectives judge, critique, justify, verify, assess, recommend create, construct, design, improve, produce, propose compare, contrast, classify, categorize, derive, model calculate, solve, determine, apply explain, paraphrase list, recite

  7. Types of Questions • Multiple Choice/True False • Short Answer • Discussion • Objective/Problem Oriented

  8. Two Key Definitions • Assessment - A measurement of performance, for the purpose of improving future performance. • Evaluation - A measurement of performance against a set of prescribed standards, usually for the purpose of reward or punishment.

  9. Small Group Activity • In your table group: Ignoring examinations and quizzes, develop a list of ways to assess student learning. You have 3 minutes

  10. Learning Teaching Teaching & Learning Classroom Assessment Techniques (CATs) • Simple, quick, and anonymous • Tied to objectives • Feedback about learning • Moves the teaching towards the learning

  11. The Need for CATs • Assume a lot about students’ learning, but these assumptions remain untested. • Feedback from quizzes, exams, and homework comes too late to affect learning.

  12. This Movement & Improvement Occur As • Teachers… • make their objectives explicit • get feedback on how well students are achieving those objectives, and • respond: clarify, adjust, reinforce • Students… • Are involved and active, and • receive appropriate and focused feedbackearly and often (formative), before tests and quizzes (summative)

  13. Some CAT’s Examples • Modified Focused List • How well students can describe/define a central point • Pros and Cons Grid • Depth and breadth of analysis and capacity for objectivity • Self-assessment of ways of learning • Lifelong love of learning & self-management

  14. Examples (cont.) • Minute paper • Students must evaluate what they recall and also self-assess • Muddiest point • Learners must quickly identify what they don’t understand and articulate that. • Misconception/Preconception check • Uncover incorrect or incomplete knowledge, etc that may be barriers to new learning.

  15. This and 44 other CATs Available from: Josey-Bass $48.00 Amazon $34.00 Kindle ed. $30.00

  16. In Summary - Using CATs Keep it Simple! • Focus on an objective. • Plan the classroom assessment. • Teach the lesson. • Implement the CAT as part of the lesson. • Analyze the students’ feedback. • Interpret the results. • Communicate the results to your students, and adjust instruction as required.

  17. Common Concerns • TIME away from content delivery • Learning vs. Content? • Time Savers • Uncomfortable, shy, not serious • Explain what, why, & expectations • Start small, positive, & enthusiastic • Out-of-control • What could be worse?

  18. In Closing, If You Want to Try • Choose an activity that makes sense to you • Don’t make it a self-inflicted chore. • Explain why and how to your students • Allow for more time than you think • Be patient and persistent

  19. Good References Angelo, T. A. and Cross, K.P. 1993. Classroom Assessment Techniques, 2nd Ed. Jossey-Bass Publishers Davis, Barbara, G., 1993, Tools for Teaching, Jossey-Bass Publishers. McKeachie, Wilbert, J. et.al., 1994 Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 9th Ed. Heath and Company. Felder, R.M and R. Brent. 1994. Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service Report ED 377038. www2.nscu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html

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