Presentation on theme: "Assessment in the College Classroom Carrie Zelna, Ph.D. Director, Office of Assessment Division of Undergraduate Academic Programs 513-7153."— Presentation transcript:
Assessment in the College Classroom Carrie Zelna, Ph.D. Director, Office of Assessment Division of Undergraduate Academic Programs firstname.lastname@example.org 513-7153
What brings you here today…..Classroom, Course or Both? Why would you like to learn more about course/class assessment?
Why Do Course Assessment? Determine whether the learning outcomes are being met by measuring student performance Determine whether the overall course design and materials and procedures are efficient and effective Determine whether and how students’ attitudes toward the course and the discipline or field have changed Identify students for remediation and exemption Summative May include more than one section of a course Focused on pedagogy and curriculum Diamond, R.M. (2008). Designing and Assessing Courses and Curricula (3rd Ed.). San Francisco, Jossey-Bass. Pgs. 176-177.
Why Do Classroom Assessment? Determine what students are learning in the classroom and how well they are learning it Learner-centered Teacher-directed Mutually beneficial Formative Context Specific On-going Angelo, T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, Jossey-Bass. Pg. 6.
Session Outcomes Participants will: Identify possible connections between course assessment and program assessment Align course outcomes with activities and assignments Identify appropriate formative (classroom)assessments Identify summative (course) assessments
Stages of Assessment Four Steps of Assessment Establish Learning Goals (Plan) Provide Learning Opportunities (Act) Assess Student Learning (Observe) Use the results (Reflect) Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide (2nd Ed.). San Francisco, Jossey-Bass. Pg 4. Linda Suskie email on 4/4/2008 to the Assess listserve: “….understand that assessment is action research, not experimental research. While it is systematic, action research is context-specific, informal, and designed to inform individual practice. As such, it doesn't have the precision, rigor, or generalizability of experimental research. “
Key Issues Embedded vs. Add-on Assessment Value Added/Pre-Post Measures Direct vs. Indirect Evidence Authentic Assessment (Performance or Alternative Assessment)
Curriculum Map: Alignment: Program Assessment and Course Products Identifies where concepts are taught Highlights potential issues in the curriculum Identifies possible key courses that may have course products for assessment
Course Map: Alignment: Course Outcomes and Activities/Assignments Identifies where/how concepts are taught Identifies where/how concepts are measured Highlights key course products for assessment
Exercise Draft a Course Map Include course-level outcomes Pedagogy/Activities such as “Lecture”, “Case Studies”, and other in or out of class activities. Major assignments
Techniques: Adapt, not Adopt Add-on Embedded
Add-on Assessments (Usually Classroom) Often short and anonymous Prior Knowledge and Recall Background Knowledge Probe Application Cards Documented Problem Solutions Focus Listing Empty Outlines Memory Matrix Minute Paper Muddiest Point Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco: Jossey-Bass.
Analysis & Critical Thinking Defining Features Matrix Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2 nd Ed.). San Francisco: Jossey-Bass. Add-on Assessments (continued) Institutional Assessment Course/Classroom Assessment Instructor-designed Large Samples Sophisticated statistical data Focused on classroom teaching Analytic Memo: One to two pages, analysis of a problem, present specific roles-students role and the audience.
Add-on Assessments (continued) Synthesis & Creative Thinking One-Sentence Summary: Who does what to whom, when, where, how, and why? WDWWWWHW Approximate Analogies: Formative Assessment is to Summative Assessment as Training is to a Triathlon
Add-on Assessments (continued) Skill in Problem-Solving Problem Recognition Tasks What’s the Principle? Create a list of principles taught in the class and a list of problems. The students identify which principle is related to each problem.
Embedded Assessments (Usually Course) Selected-Response Constructed-Response Product/Performance Authentic Assessment Toolbox: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm created by Jon Mueller, Professor of Psychology, North Central College, Naperville, IL http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Selected-Response: Measuring Acquisition of Knowledge and Skills Traditional Test Questions True/False Matching Multiple Choice Course Assessment: Look for patterns in the answers
Product/Performance “...reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills” * Research Paper Capstone Project Article Reviews Film Analysis Case Study Error Analysis Panel Discussion Fishbowl Discussion Oral Presentations Course Assessment: Rubrics * http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htmhttp://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
Rubric: No Descriptors, weighted CriteriaPoor (1)Good (2) Excellent (3) Number of Sources x1 Historical Accuracy x3 Organizationx1 Bibliographyx1
Apply critical thinking skills to solve problems, make informed decisions, and interpret events. http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html Designing Rubrics for Assessing Higher Order Thinking by William Peircehttp://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.htmlWilliam Peirce
Decisions What types of decisions might you make with this type of data?
Resources AACU Rubrics: http://www.aacu.org/value/rubrics/index_p.cfm? CFID=37317515&CFTOKEN=54026278 http://www.aacu.org/value/rubrics/index_p.cfm? CFID=37317515&CFTOKEN=54026278 Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco: Jossey-Bass. Authentic Assessment Toolbox: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit. htm created by Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. http://jfmueller.faculty.noctrl.edu/toolbox/whatisit. htm Diamond, R.M. (2008). Designing and Assessing Courses and Curricula (3rd Ed.). San Francisco, Jossey-Bass. Suskie, L. 2009 Assessing Student Learning: A Common Sense Guide (2nd Ed.). San Francisco, Jossey-Bass.