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Evaluation Of and For Learning

Evaluation Of and For Learning. Sarah Sullivan, PhD Department of Surgery University of Wisconsin. Goals for Today. What is evaluation? Different forms and purposes of assessment Developing assessment tools How would you assess…?

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Evaluation Of and For Learning

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  1. Evaluation Of and For Learning Sarah Sullivan, PhD Department of Surgery University of Wisconsin

  2. Goals for Today • What is evaluation? • Different forms and purposes of assessment • Developing assessment tools • How would you assess…? • Discuss the importance of feedback as part of assessment to facilitate learning • Reflect on how to effectively complete an evaluation • Evaluation to identify projects and areas for improvement • Evaluations used in your programs

  3. What is Evaluation? • Evaluate: to judge the value or condition (of someone or something) in a careful and thoughtful way -Merriam-Webster’s Learner’s Dictionary • We assess to inform decisions • Three broad purposes for assessment • Measuring Individual Achievement • Evaluating Programs • Assisting Learning

  4. Use of Assessment needs to be: • Valid • Interpretations of assessment scores are justified • Reliable • An assessments’ results are consistent across individuals or groups • Fair • Assessments should be absent of bias and measure what is being learned Use of Assessment

  5. A plan ensures that our standards, instruction and assessment are aligned. • Includes • Learning Objectives • Time Frame • Types of Assessment and Evaluation • Use of Results • You should always know how you will or can assess before you teach and structure learning environments! Assessment Plans

  6. ACTIVITY!

  7. Some things to decide… • What will you assess? What are the steps? • Do all steps have the same importance? • How will you grade? • What is your cut off for “passing”? • Other things??

  8. Adult Learning • Adult learners must be active participants in their learning • i.e., Self-regulated learning • Application to practice • The pedagogy of medical education is changing

  9. University of Wisconsin • Department of Surgery Importance of Feedback • Specific • Actionable

  10. Tips for Eliciting Useful Feedback • Develop goals for the rotation or learning context • Elicit feedback that is: - specific rather than general - focused on behavior rather than personality - descriptive rather than evaluative - timely • Ask generalizing, process-oriented questions such as: • “How do you decide to…?” • “What is the difference between…and…?” • “How are…and…similar?” • “What is the best…and why…?” • Take time to reflect and self evaluation to promote practices for life-long learning • You’re not done learning when you leave school!

  11. Completing an Evaluation Activity: • Review the sample evaluation form: • Imagine that you were the evaluator • How would you go about completing this form? • How could you make the information you provide most valuable for understanding the performance of the student? • Imagine that you were the learner • How would you use the feedback and information provided to you? • What would you find most useful?

  12. Bloom’s Taxonomy

  13. Formal vs. Informal • Formal is preplanned, systematic • Informal is spontaneous and/or unstructured • Formative vs. Summative • Formative determines progress, checks understanding, and adjusts midstream • Summative is evaluation of progress at end for students/program/instruction • Traditional vs. Authentic • Traditional is the tests, quizzes and paper and pencil we are used to • Authentic is situated in the context of learning and/or relevant to future use of material Variations in Assessment Types

  14. Performance • Carrying out a relevant activity or performing a skill/task • Authentic • Problem solving tasks that allow use of knowledge and skills in a meaningful way • These assessment types: • Use multiple forms of assessment • Assess a broader range of abilities and talents • Use assessment as a part of instruction • Use tasks that are relevant to real life or represent common tasks in the discipline Performance & Authentic Assessments

  15. Checklists • Especially good for performances. • Important that the elements all be weighted the same • Rating Scales • Can be graphic, numeric or descriptive • Rubrics • Good when you have multiple criteria being assessed • Clarifies standards Performance & Authentic Assessment: Some Methods

  16. activity!

  17. Formal vs. Informal • Formal is preplanned, systematic • Informal is spontaneous and/or unstructured • Formative vs. Summative • Formative determines progress, checks understanding, and adjusts midstream • Summative is evaluation of progress at end for students/program/instruction • Traditional vs. Authentic/Performance • Traditional is the tests, quizzes and paper and pencil we are used to • Authentic is situated in the context of learning and/or relevant to future use of material Variations in Assessment Types

  18. Questions? Thank you!!

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