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Assessment of Student Learning

Assessment of Student Learning. How do you do it?. Assessment of Student Learning. More than just tests Includes higher-order thinking skills Allows students to reflect on their learning and accomplishments Gives instructor guidance on teaching effectiveness

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Assessment of Student Learning

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  1. Assessment of Student Learning How do you do it?

  2. Assessment of Student Learning • More than just tests • Includes higher-order thinking skills • Allows students to reflect on their learning and accomplishments • Gives instructor guidance on teaching effectiveness • Should be built into courses during the planning stage

  3. Summative Assessment • End of instructional unit, or end of term • Post-mortem • Little opportunity for intervention • Often high stakes and basis for grades

  4. Formative Assessment • Provides useful feedback about learning • Determines nature of student understanding • Provides opportunities for intervention • Usually low stakes, although can be graded

  5. Bloom’s Taxonomy

  6. Useful Assessment Methods • “Stop and Think” techniques • Robust Exams • Rubrics and “Primary Trait Analysis” • Student “Performance” • Concept Maps, Gallery Walks • Journals and Portfolio Analysis

  7. Stop and Think: Predictive Demonstrations

  8. Stop and Think: Low-Stakes Writing • Minute paper -- summarize a topic explored during the class • “Muddiest Point” -- What concept or idea in today’s class is the most unclear to you? What question do you have about it?

  9. Robust Exams • Multiple choice can be good! • Reasoning • Solve problems • Interpret graphs and diagrams • Rapid feedback on answers • Foster Interaction • Ability to re-take

  10. 1 2 “Robust” Exam Questions • Synthesis • Evaluation

  11. Robust Exams: Two-stage Cooperative (“Pyramid”) Exams • Goal: Encourage higher-order reasoning during exams • Goal: Make exams a better learning experience • Goal: Reinforce the value of collaboration • Stage 1: traditional multiple choice • Stage 2: exam done a second time with collaboration (some additional questions)

  12. Two-stage Cooperative Exams

  13. Rubrics • Provide clear-cut criteria • Improve consistency in assigning grades • Lets students know what is important • Basis for “Primary Trait Analysis” Need help in building a rubric? http://rubistar.4teachers.org/index.php

  14. Student Performance • Oral or poster reports of projects • Structured debates • “Town meeting” forum

  15. Concept Maps Active-learning method that enables students to reflect upon relationships in complex systems and ideas

  16. Journals or Portfolios • Gives tangible evidence of student accomplishments during course • Allows students to reflect upon their learning as they assemble documents • Opportunity to connect together various components of course

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