Comparing Assessment to Educational Research. In this session, we will… Construct and discuss the (related but different) goals and attributes of assessment.
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Presentation on theme: "Comparing Assessment to Educational Research. In this session, we will… Construct and discuss the (related but different) goals and attributes of assessment."— Presentation transcript:
In this session, we will… Construct and discuss the (related but different) goals and attributes of assessment and education research Learn how to decide if a posed “formal research” question is actually an assessment/informal research question in disguise
An exercise… Write for ~2-3 minutes on these questions: What sorts of questions does assessment (and evaluation) try to answer? What sorts of questions does education research try to answer?
The Goal of Assessment To systematically gather educationally relevant information to measure student attributes (knowledge, skills, attitudes) To use assessment data to make informed curricular and instructional decisions for program improvement
The Goal of Education Research The goal of educational research is to improve educational practice and our understanding of human learning by conducting research that: breaks new ground and is innovative can be replicated or elaborated can be documented can be peer-reviewed has significance or impact requires a high level of discipline-related expertise Adapted from: Diamond R. & Adam, B. 1993. Recognizing faculty work: Reward systems for the year 2000. San Francisco, CA: Jossey-Bass.
Guiding Principles for Assessment Begin with a statement of expected goals, objectives, outcomes, purposes Realize learning is complex and multidimensional (multiple measures) Focus on both outcomes and process Assess on an ongoing basis Include all stakeholders in the process Adapted from AAHE Assessment Forum, 1996.
Guiding Principles for Scientific Research in Education Question: pose significant question that can be investigated empirically Theory: link research to relevant theory Methods: use methods that permit direct investigation of the question Reasoning: provide coherent, explicit chain of reasoning Replicate and generalize across studies Disclose research to encourage professional scrutiny and critique National Research Council, 2002
Conducting Assessment Establish program objectives and student outcomes Establish performance criteria for each objective and outcome Select assessment methods to collect data Collect data and interpret results Report results and make improvements
Conducting Research Form a research question Establish a hypothesis Collect data Analyze results and draw conclusions – is the hypothesis supported? Report the results
Types of Research Studies Descriptive: describe what is occurring Correlational: examine relationships between 2 or more variables or factors Experimental: controlled intervention to establish causal relationship between 2 or more variables Design experiment: research based on designing classroom interventions intertwined with development of learning theories
An Exercise… For the sample questions in the handout, work in groups of 2-3 to determine if each is a formal research or assessment/informal research question Can the assessment/informal research questions be rewritten as formal research questions?
In the Time Remaining… Review your draft research question – is it an assessment question in disguise? If so, work to revise and reformulate as a formal research question Ask for input from your workshop colleagues or facilitators