1 / 12

Learner Centered Assessment

Learner Centered Assessment. Assessing students in a learner centered classroom.

hector
Télécharger la présentation

Learner Centered Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learner Centered Assessment

  2. Assessing students in a learner centered classroom • “Assessment defines goals and expresses values more clearly than do any number of mission statements. When our students ask us whether a class topic will be on the test, they express the same view: if you really value it, you will assess it. The converse is also true: what you assess is what you value, whatever you assert.” • Edward White, William Lutz, and Sandra Kamusikiri • Assessment of Writing: Politics, Policies, Practices

  3. Or – from Business Experience • Be careful of what you measure, because that is exactly what you are going to get • Call centers who assess employees on call volume • Does this send a quality message? • What will happen when we expect increases in volume?

  4. Just because we are Learner Centered • Doesn’t mean we abandon assessment…but we must align our assessments to the kind of behaviors that we are expecting in class.

  5. My class • CS139-CS239 • Predominantly First-year students • Predominantly intended majors • Class meets 4 days • 2 days in lab (practical and has always been “learner centered” • 2 days in lecture (my talking at them broken up by some activity) • Goal is to develop skills that they will continue to use in their future courses • Independence in problem solving • Use of available tools

  6. Changes • The big change has been in lecture • Use of guided activity • Use of groups carrying out those activities • Worksheets that they turn in at the end of class so that I can assess how the groups have done • Point system • If they are there and participate in their group, they get full credit • If they find mistakes, they get “bonus” credits

  7. So what does my Learner Centered Classroom look like. • Before: Sage on the stage • After: Groups throughout the classroom • Students at the board • Students at the computer up front • Me wandering around from group to group • Biggest things I see • Less worry about grades ???? I don’t know why this is • Much more attendance at office hours much earlier in the process of doing projects, etc

  8. Assessment in particular

  9. Biggest change • Classroom • Group activities – I assess these by: • Wandering around and listening • Reviewing their presentation product (what they share with the class) • Reviewing their turned in product (check to be sure they havent’ missed the boat on something.) • Office hours • I have way more attendance in office hours. But the “quality” of the office hours is better. Focus on up front activities, learning what they didn’t understand in the lab activity. • My theory is that the more personal attention in class leads to a difference in the relationship between teacher and student.

  10. Example of a class • Following a model that I found in a paper which is in your packet • 15 – 20 minutes – mini lecture (new material or clarification of old) • Tasks – Student exploration of a paper set of tasks. • Explore the new material • Identification • Terminalogy • Analyse the new material • What is legal? Illegal in using new features • Create something new • Using the new technique or feature • Share – Something of substance goes to the board. • Assessment by self (why is my solution different) , others (why are you different ) me, (this solution is different)

  11. Summary – what has changed in my class • I don’t worry about grades as much …. And neither do my students • Points are good. They get points for finding errors in my materials and I have “experts” who proof everything I do. My A+ students seem to like finding errors. • My office hours are REALLY well-attended. BUT they are about the things that I really want to help them with…thinking like a CS person, design, clarification (and this was not the way we started out this semester.) • A lot of my assessment has been individual formative assessment…helping my students to develop the skills to continue to be successful.

  12. What do I want to do better? • Align my evaluative assessments (exams) to the kinds of activities that we are doing in class. • Reduce the amount of time I am spending individually with students (but at the same time….I think it is very effective teaching time). • Help the students to self assess more and to assess one another better. • Deal with the group dynamics better and find ways to have students of differing abilities all provide valuable contributions.

More Related