Lamar State, 2011, slide1

1. Improve Your Assessment ‘ROI’ Pt. 1 ~ pairing action-oriented feedback with guided follow-up ~ Sue Hellman Lamar State, 2011, slide1

2. Workshop Resources • http://goo.gl/W6ZZ1c Contact Information • sue.hellman@unb.ca • 506-447-3091 Please do not use the images or content in this presentation without contacting the original authors and artists. Many of the images are from Flickr Creative Commons with licenses that do not require permission for derivative or non-commercial use, but not all. I have received or am in the process of obtaining permission to use the rest myself, but this does not confer the right for others to copy or reuse the material in another context. Where permission has been refused for use in the posted version, I have blacked out the image but left the URL of the original source so you can view it there. If you would like me do this workshop for your organization, please get in touch. I love to travel and work with other educators. Lamar State, 2011, slide1

3. About how many hours do you spend in a typical 7-day week… zoutedrop/2317065892

4. (1) grading papers and marking exams? zoutedrop/2317065892

5. (2) giving other forms of written & oral feedback to students? zoutedrop/2317065892

6. As reported by UNBF faculty teaching at least one undergrad course

8. But … how satisfied are you with the results? eovemar/6129132639

9. Assessment appears to be • “enormously expensive” • (in terms of time invested). Gibbs & Simpson, 2004-5, 11 jp58ws/8059642825

10. Assessment appears to be • “enormously expensive” • (in terms of time invested). • “disliked by both students and teachers.” mistergriffiths/5731013000

11. Assessment appears to be • “enormously expensive” • (in terms of time invested). • “disliked by both students and teachers.” • “largely ineffective in supporting learning.” syymza/8756674365

12. EFFORT RESULTS krunkwerke/5404109993

13. 7815007@N07/8069587779

14. “Assessment has long been recognized as the single most influential factor in shaping what & how students in higher education choose to learn. ” dvids/4951493340 FostatyYoung, 2005, 1

15. “Assessment ‘swamps’ the effects of any other aspect of the curriculum” -- no matter how “innovative or engaging”. cod_gabriel/4794154362 Fostaty Young, 1-2

16. “Whether or not they [higher education teachers] give helpful feedback makes more difference than anything else they do." 32482342@N05/483713579 Gibbs & Simpson, 10

17. The problem may lie in the discrepancy between the way instructors & students conceptualize what “helpful” means. Gibbs & Simpson, 10 chazalex goo.gl/5xoRsm

18. Goal #1 – Make your feedback more ‘helpful’. You will be able to explain to a colleague: ☐the difference between ‘evaluation’ and ‘assessment’. ☐what makes rubrics less or more helpful to learners. ☐why feedback alone is not enough to change behaviour. Goal #2 – Ensure it is acted upon. You will: ☐ collaborate to build a rubric which will provide action-oriented feedback for an authentic task (using Google Docs if possible). ☐experience the benefits of the ‘practice in your presence’ strategy. ☐share ways you could use ‘practice in your presence’ in your setting.

19. opensourceway/5265955107.2

20. “using information to improve learning” Schreyer Institute for TeachingExcellence, Penn State

21. Analogy Dr. Oz Judge Judy (L) nayrb7/2939796221 (R) domesticnoise/8228667128

22. From Duke University Dr. Oz nayrb7/2939796221

23. From Duke University

24. "Piled Higher and Deeper" by Jorge Cham

25. Network Specialist Program Learning Outcomes Rubric Lamar State College, 2011, slide 14.

27. “We always have criteria in mind when we evaluate something. … It’s just that these criteria aren’t always explicit, sometimes even to ourselves.” Wolf & Stevens, 2007, 4 langwitches/3826436778

28. “Our feedback is often … generated from a more sophisticated level” than that of the learner so “may be of little help because the student doesn’t know the secrets.” horiavarlan/4273913966 Gibbs & Simpson, 11 59939034@N02/5476290868

29. “Many academic tasks make little sense to students.” 59939034@N02/5476290868 Gibbs & Simpson, 22-23 Beclear’s Blog (2010)@goo.gl/ZhB9ll

30. dmitry-baranovskiy/3908396264

31. What the teacher says What the student understands adapted from giuliasphotography/6429506429

32. ALL LEARNING: ~CONTENT, CONCEPTS, & SKILLS~ Level of Challenge Level of Competence Adaptedfrom a graph on the Victoria Dept. of Education and EarlyChildhoodDevelopmentwebsitehttp://goo.gl/IQynRU

33. Level of Challenge What a learner arrives able to do independently Level of Competence

34. Level of Challenge Level of Competence brungrrl/3342482581/

35. What you want the learner to leave able to do independently Level of Challenge Level of Competence

36. Level of Challenge Level of Competence mdpettitt/6808983221

37. ZONE OF PROXIMAL DEVELOPMENT Level of Challenge Level of Competence

38. Level of Challenge Level of Competence

39. Level of Challenge Level of Competence sahdblunders/8644936719

40. } NEEDS to fulfill learning outcomes SCAFFOLDING Level of Challenge KNOWS & CAN DO Level of Competence johnmaddin/6991670642

41. } NEEDS to fulfill learning outcomes SCAFFOLDING Level of Challenge KNOWS & CAN DO Level of Competence