Presentation on theme: "Assessment in Action: Fall 2012 S tudent A cademic A chievement C ommittee Co-Chairs Erik Huntsinger Pete Turner."— Presentation transcript:
Assessment in Action: Fall 2012 S tudent A cademic A chievement C ommittee Co-Chairs Erik Huntsinger Pete Turner
What We’re Learning.. Levels I & II (8:30-10:15) -Think, Pair, Share -Learning College -Bloom’s Taxonomy -Gen Ed Abilities Level I (10:30-11:30) Formative v Summative Course v Program Learning College Level II (10:30-11:30) Assessment Project CATS
Roots Philosophical beginnings – shift from faculty needs to student outcomes George Boggs Terry O’Banion League for Innovation League for Innovation Initiative (The Learning, n.d.) Learning College Project Vanguard Colleges Exemplars Learning College Principles Purveyors of Best Practices
Basic Principles “Places learning first and provides educational experiences for learners anyway, any place, any time” (The Learning, n.d.) Focus on teaching and learning Learner centered – college commitment of: Resources Energies Actions - for continual improvement
Areas of Emphasis – The Learning College Organizational Culture Staff Recruitment & Development Technology Learning Outcomes Student Engagement
Learning College Assessment ?
Partner Prediction Turn to your partner and ask: What do you think the connection is between the Learning College and Assessment? When called on to share, say “My partner ____________ predicted:___________”
So... What is Assessment? The informal and formal gathering of student data to assess student learning. “Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1993)
Why Assessment? Source: Classroom Assessment and Grading that Work, Marzano, 2006 It’s all about LEARNING!!
Bloom’s Levels of Thinking
Domains of Learning
Bloom’s Levels – Why? Better lesson objective/design Foster creative thinking Better questioning strategies More complete student assessment Familiar w/Terminology EMCC Core Value – Development of Critical Thinking Skills
Bloom’s Levels – What? Remember (Knowledge) Understand (Comprehension) Apply Analyze Evaluate Create (Synthesize) R U An Apple-Eating Crocodile?
Bloom’s Levels - Remember Behaviors (Can students recall?): Name List Write Define Repeat Show Recall Questions/Prompts (Eliciting factual answers, testing recall and recognition): Who, where, what, why, when, etc. Describe How, how much Define Which one Reproduce
Bloom’s Levels – Apply Behaviors (Can students use ideas?): Solve Demonstrate Apply Model Use Construct Compute Questions/Prompts (Use in situations that are new, unfamiliar): Apply Construct Demonstrate Illustrate What would... What uses...
Bloom’s Levels - Analyze Behaviors (Can students see relationships?): Categorize Contrast Take Apart Separate Compare Dissect Questions/Prompts (Breaking down into parts, relating parts to the whole) Dissect Contrast Separate Distinguish Classify Graph
Bloom’s Levels - Evaluate Behaviors (Can students make judgments and support them?): Debate Justify Judge Criticize Support Conclude Questions/Prompts (Judging according to some set of criterion and stating why): Editorialize Dispute Defend Choose why Verify Evaluate
Bloom’s Levels – Create (Synthesis) Behaviors (Can students combine and create a new entity?): Synthesize Invent Develop Compose Imagine Improve Questions/Prompts (Combining elements into a pattern not seen before): Design Forecast Build Predict Make up Hypothesize
Level I Workshop Formative v. Summative Course, Program, and College Learning College (again!)
Assessment and Student Learning Assessments that encourage learning Students track their own progress Specific measurement topics Use Graphs Engage students in self-reflection The method of mounting evidence: Averaging Scores = Final Achievement (Marzano, 2006)
Assessment, Continued FORMATIVE ASSESSMENT: Used while instruction is occurring Information gathered by teacher to inform instruction SUMMATIVE ASSESSMENT: Information gathered at the end of a unit for purpose of judging outcome
Whole Class Project Formative Assessments Summative Assessments
Most Effective Assessment? FORMATIVE ASSESSMENT : “The gains in achievement are … among the largest ever reported for educational interventions” Black & William, 1998 AUTHENTIC ASSESSMENT “Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school“ Ormiston, 2011 Performances/ Demonstrations Simulations/ Role Plays Portfolios w/ Strategic Selections Life-connected Research w/ Exhibitions
Course, Program, College Formative or Summative? Course Assessments: Unit Mid-Term Final Program Common Final Student Success College Completion Certificates Student Satisfaction
Learning College Characteristics with regards to Faculty Actions: Authentic Assessment Experiential Learning Sharing “Passionate Innovators” Always seeking better ways to increase learning “Collaborative communities of learning and practice”
References Angelo, T.A. & Cross, K.P. (1998). Classroom assessment techniques: A handbook for college teachers (2 nd Ed.). San Francisco: Jossey-Bass. Huber, M.T. (2008). The promise of faculty inquiry for teaching and learning basic skills. A Report from the Carnegie Foundation for the Advancement of Teaching: Strengthening Pre-Collegiate Education in Community Colleges. Retrieved from: The Learning College Project (n.d.). The League for Innovation in the Community College. Retrieved from: Marzano, R. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Ormiston, Meg (2011). Creating a digital-rich classroom: Teaching & learning in a Web 2.0 World. Bloomington, IN: Solution Tree. Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: Association for Supervision and Curriculum Development. Turner, R. (2003). A pragmatic approach to educating: Connecting problem- based learning to service learning. Dissertation, Capella University. UMI #