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Easy Assessment Makeover

Easy Assessment Makeover. Dr. Meredith Reitman, Director of Assessment ACERT Lunchtime Seminar, March 18, 2014. Quick Overview. Traditional Grading vs. Grading with Assessment Review my courses Introduce concepts to make them “assess-able” Makeover my courses Small group practice.

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Easy Assessment Makeover

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  1. Easy Assessment Makeover Dr. Meredith Reitman, Director of Assessment ACERT Lunchtime Seminar, March 18, 2014

  2. Quick Overview • Traditional Grading vs. Grading with Assessment • Review my courses • Introduce concepts to make them “assess-able” • Makeover my courses • Small group practice

  3. Traditional Grading

  4. But Too Much Already on the Plate! Committees Teaching Grab Bag! Research Advising

  5. Easy Assessment Makeover TRADITIONAL GRADING GRADING WITH ASSESSMENT VS STUDENTS FACULTY FACULTY STUDENTS The End! Pedagogy Curriculum Services More!

  6. GEOG 114:Geography of Race in the U.S. • Syllabus • Major Assignments • Two exams • Reflection paper

  7. GEOG 945: Internal Structure of the City • Syllabus • Major Assignments • Census Analysis • Research Proposal

  8. Course Learning Outcomes • At the end of this course, students should be able to: • {Do something} with • {This content} • Three S’s: Spit Synthesize Speculate

  9. CLO Action Verbs Analyze Compute Demonstrate Display Formulate Interpret Outline Evaluate Apply Contrast Describe Distinguish Generalize Justify Derive Define Classify Categorize Critique Explain Discuss Compare Use (appropriately)

  10. Quantitative Data • Assignments or exams that • Have clear-cut right/wrong answers • Are naturally points-based • Can often be electronically graded Associate items to learning outcomes and aggregate data by these outcomes

  11. Qualitative Data • Assignments or exams that • Are based on text • Are based on observation • Cannot be electronically graded Create rubric associated with learning outcomes and aggregate data by these outcomes

  12. GEOG 114:Geography of Race in the U.S. • FROM Develop your ability to critically think about and discuss the geography of race in the US. • TO At the end of this course, you should be able to • Analyze the racial consequences of public policy • Compare models of racial identity development • Describe the connection between race and place • Apply the concepts of racism and privilege to your personal experience

  13. GEOG 945: Internal Structure of the City • FROM To introduce you to important work on urban social processes from a geographic perspective. • TO At the end of this course, you should be able to • Discuss historical perceptions of the city • Explain how power shapes cities and communities • Calculate multiple measures of segregation • Design, write and present a research proposal

  14. GEOG 114 Exams • Tie questions to learning outcomes: Analyze the racial consequences of public policy • Declining black home equity is NOT due to which of the following? • Restrictive covenants • White perceptions of other whites • Government discrimination • Accessible suburbs

  15. GEOG 945 Paper • Create rubric tied to learning outcomes: Design, write and present a research proposal

  16. What Did I Find Out? • GEOG 114: Students could compare racial identity development models but struggled with policy implications • Implications for course content (extra module) or pedagogy (more personal connections) • See if changes over time

  17. What Did I Find Out? • GEOG 945: Students were good at situating their ideas in the research but could not connect these ideas to research methods • Implications for curriculum (earlier methods course) or services (methods tutoring/mentoring) • See if changes over time

  18. Makeover Accomplished! Little tweaks go in, lots of learning comes out! Dr. Meredith Reitman Director of Assessment meredith.reitman@hunter.cuny.edu 1008 East x6299

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