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Designing Your Own Course - Assessments

Designing Your Own Course - Assessments. Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment Research. Assessment. Three essential questions 1 ) What do we want our students to learn?

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Designing Your Own Course - Assessments

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  1. Designing Your Own Course - Assessments Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment Research

  2. Assessment Three essential questions 1) What do we want our students to learn? 2) Are students learning what we want them to learn? 3) How can we modify our class so more students as possible are successful?

  3. Assessment Three essential questions 1) What do we want our students to learn? 2) Are students learning what we want them to learn? 3) How can we modify our class so more students as possible are successful?

  4. What do we want our students to learn? Learning Goals University-wide School-wide Department mission and goals Overarching goals – two or three BIG ideas Specific course goals

  5. What are the practices in your department? • What are your Department’s learning goals? • Are you teaching now? • What are your course goals?

  6. What do we want our students to learn? Course Goals – Three Domains for Learning • Cognitive: What does the student know? • Performance/Skill: What can the student do? • Affective: What does the student care about?

  7. Rutgers University Mission Goals School of Arts and Science Goals Core Curriculum Department Goals Course Goals

  8. Learning Goals Need to be Specific Goal: Students will “understand economics”

  9. Learning Goals Need to be Specific Goal: Students will “understand economics” NOT “understand” BUT: Define terms. Describe in context of discipline. Test theoretical concepts with empirically. Clearly identify a research problem. Evaluate a particular circumstance or scenario. Make falsifiable predictions based on evidence. Summarize research findings into coherent. Select tools for empirical use. Model abstractly in a meaningful way. Need to be “specific actions”

  10. Bloom’s Taxonomy of the Cognitive Domain => Design => Recommend => Compare => Demonstrate => Interpret => Define http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

  11. Are students learning what we want them to learn? Measureable Learning Goals Determine - Knowledge, Skills, and/or Values Decide – Through what activities will students “practice” and “learn”? i.e. Assignments Assess = Measure = Collect Feedback

  12. Assess = Measure = Collect Feedback Kinds of Assessment Formative = Assessment for improvement Summative = Assessment for grading (final) Quantitative = methods using numbers, statistical analysis (surveys, tests, i.e. T/F, multiple choice)(What) Qualitative = interpretive, not easily converted to numbers (essays, open-ended questions, observations)(Why)

  13. Formative Assessments Classroom Assessment Techniques – • Angelo, Thomas A. and Cross, K. Patricia (1993). Classroom Assessment Techniques. Jossey- Bass. questioning, observation, discussion, concept test, concept map, self-assessments, practice, one-minute paper, summary, paraphrase, interviews, performance assessment

  14. Scoring Rubrics Expectations for completeness and quality in assignments • Define criteria for task • Clarify with definition or example • Define rating scale for quality • Add descriptions of expectations for quality in each criterion

  15. Summative Assessment • Evaluate student learning at end of unit • Use standards or benchmarks for expectations • Tests • Projects • Major research paper • Senior project • Presentation • Performance

  16. Multiple Choice Questions • Stem – state problem • Alternatives – suggested solutions • Answer – correct solution • Distractor – incorrect solution • Analysis of Multiple Choice Questions

  17. Multiple Choice Questions Analysis of Multiple Choice Questions • Test Item Analysis • Difficulty - % students choosing correct answer • 90% = easy 40% = hard • Discrimination = effectiveness • student’s score on one question compared to total score • Range between -1.0 and +1.0 Target = moderate difficulty, high discrimination

  18. What are your proposed assessments? • Student Learning Goal or Objective • Knowledge, Skills, Values • Formative vs. Summative • Qualitative vs. Quantitative • Scoring Rubric

  19. Student Assessment of Learning Goals • “SALG” • Student self-assessment • Pre-course baseline, post-course assessment • Statistical analysis of class responses • Free, online, supported by National Science Foundation • http://salgsite.org • Elaine Seymore, Stephen Carroll

  20. Assessment Three essential questions 1) What do we want our students to learn? 2) Are students learning what we want them to learn? 3) How can we modify our class so more students as possible are successful? Examine feedback from students, design changes for specific improvement, collect feedback, incorporate changes = SOTL = Scholarship of Teaching and Learning http://sotl.illinoisstate.edu http://www.issotl.org/SOTL.html

  21. Questions? Thank you monica.devanas@rutgers.edu

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