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Developing your Evaluation Toolkit

Developing your Evaluation Toolkit. Focus on Learning 2013 Paula Buskard and Sandy Odrowski. Agenda. Session Outcomes Overview of what/why we evaluate Aligning evaluation methods to outcomes Evaluation Planning After the Evaluation: Debriefing Q & A. Session Outcomes.

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Developing your Evaluation Toolkit

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  1. Developing your Evaluation Toolkit Focus on Learning 2013 Paula Buskard and Sandy Odrowski

  2. Agenda • Session Outcomes • Overview of what/why we evaluate • Aligning evaluation methods to outcomes • Evaluation Planning • After the Evaluation: Debriefing • Q & A

  3. Session Outcomes By the end of this session the participant will have the ability to: • Select suitable evaluation tools that are learner–centred and align to learning outcomes • Identify best practice assessment tools that prepare the instructor for writing great evaluations. • Identify ways to prepare the learner for evaluation. • Discuss ways to conduct effective post test debriefing for both learner and instructor.

  4. Place mat Activity • Each member will takes a square/triangle and individually writes 3 questions/concerns they have about evaluation.

  5. Record the groups top 3 concerns in the centre

  6. Evaluation –What is it??

  7. Formative • diagnostic tool (Where are learners at? What have they got so far? Do I need to go over something again?) • help learners take stock of and assess their own progress towards learning goals

  8. Summative: • assess a learners achievement of meeting the learning outcomes • determine grades

  9. An Analogy of Learning... Summative Formative

  10. Something to think about • What is Needed to know (Learning Outcome) • What is Nice to know(Filler)

  11. What to evaluate? • The Course Learning Outcomes describe clearly what learners will know and be able to doat the end of the course. • They are performance-based and results oriented.

  12. The Golden Chain

  13. Snowball Exercise • Each group move to a posted Learning Outcome • Take 2 minutes (I will call time) to identify evaluation methods that could be used to measure learning. • When time is called, move to the next Learning Outcome and repeat. • Once each group has had the opportunity to identify evaluation methods for each Learning Outcome let us know. • Share in large group.

  14. What did you learn today • Working with a partner, fill in the Handout labeled Evaluation Strategy Matching Exercise.

  15. Evaluation MethodsAdvantages and Concerns • In your group: • Take a moment to discuss the Advantages and Concerns regarding the evaluation method listed on the flip chart paper at your table. • Record your findings and be prepared to discuss with the larger group

  16. Evaluation planning

  17. The goods • “Will this be on the test?” • “What do I really have to know?” • “How do I answer this question?” • “Why did I get this question wrong?”

  18. What do you want your learners to know?

  19. Four Points to Consider: • 1 – Measure what is most important rather than what is easiest to measure • 2 - Be aware of the learning embedded in evaluation • 3 – Understand the evaluator’s power • 4 – Take care not to reduce the curriculum to only what is evaluated

  20. Guidelines for planning • Start early (holidays, sequence, scaffolding) • Determine the number of items and time limitations • Construct the question- make sure that it measures learning and is linked to content objectives/outcomes • Edit the questions for errors in spelling, sentence structure, etc.

  21. Guidelines for planning Cont’d… • Group the questions according to type and topic (make easier ones first) • Write directions (include marking scheme) • Have the answers “ready” for post test debrief • Review

  22. How to write a good Evaluation • Learner-Centered and Authentic Assessment Checklist • Developing Good Test Questions

  23. Preparing your Learners

  24. The Golden chain? Develop a business plan for a small non profit organization. Lecture and homework: practice multiple choice questions from the text Evaluation: Final Exam: multiple choice. Course Learning Outcome Learning and practice methods Evaluation Method

  25. The Golden chain? Develop a business plan for a small non profit organization. Lecture: types of business and parts of a business plan/. Case studies Student develop a business plan for a mock or real non profit organization Course Learning Outcome Learning and practice methods Evaluation Method

  26. debriefing and feedback

  27. Teacher Debrief Exercise: In your small groups answer these 2 questions: • What could teachers consider after a test? • What could teachers do to help their learners after a test?

  28. Teacher Debrief: clean up • Did my learners understand what was asked on the test? • Were there questions that the learners missed that were the fault of the teaching? How will I remedy this? • Do the results indicate that the learners were prepared for the evaluation?

  29. Teacher Debrief: clean up Cont’d • If I use this procedure again, what changes will I make? • What other methods of evaluation might be more appropriate? • Is this an evaluation that must be returned? • Is there evidence of academic dishonesty? If so, what can I do about it (this time and in the future?)

  30. Learners Debrief • Quickly go over the test and provide the correct answers to all of the questions. • Discuss the outstanding questions – those that most students answered well, those that some may have got stuck on, etc. • Open the floor for focused discussions (learning opportunity). • After a reasonable time is spent on a class discussion, invite students to make appointments with you to discuss individual concerns. • 24 hour rule

  31. Evaluation works best when… • Provide clear, objective assignment guidelines • Provide samples, if possible, of desired product • Provide a marking rubric showing where the marks will come from • Tie evaluation strategy directly to the learning outcome being measured • Domain/level

  32. Any Questions/Concerns left?

  33. Any other Questions?

  34. Do you Want to Learn More? • Durham College Assessment Using Technology • Eastern Region ABC program Excellent Evaluation Resources • Developing Good Test Questions

  35. Do you want to Learn More? • Andrus, C and Bloor, D (2005) Teaching tools • Gross-Davis, B. (2001). Tools for teaching. San Francisco: Jossey-Bass • Fenwick T. and Parsons, J. (2000). The art of evaluation: A handbook for educators and trainers. Toronto: Thompson Educational Publishing • http://www.naacls.org/docs/announcement/writing-objectives.pdf • http://rubistar.4teachers.org/index.php • http://pareonline.net/getvn.asp?v=7&n=3

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