Your students Your course Your teaching Assessing Your students Your course Your teaching

Think-Pair-Share Think of something in your course topic that you know. What makes you sure that you know it?

In Your Course How can the instructor find out if a student is progressing toward the objectives? How can a student tell if she is progressing toward the objectives?

Purposes of Assessment To help students best apply their effort To help you improve your course To certify that students possess KSA

Categories of Assessment Formative Used by instructor to decide what to do during the course Should be brief and frequent Summative Used to judge students Should be thorough and accurate

Think-Pair-Share Identify some assessment activities that could be used in your course.

Student Feedback Information given to students about their performance

Think-Pair-Share Think of a student performance that would tell you if a student is progressing toward an objective. How could you use this for formative assessment? How could you use this for summative assessment? How could you give constructive feedback to the class?

Group Exercise How could you provide constructive feedback to students on one of these activities? Practice lesson Cold call Think-pair-share Group report Essay Problem set Group report Skit Design/build

Bloom’s Taxonomy Levels of complexity in cognitive tasks When learning a topic, students progress from lower to higher levels Instructor should try to step students through increasingly higher levels

Bloom’s Taxonomy Levels Increasing complexity Synthesis Evaluation Analysis Application Comprehension Knowledge

Knowledge Student recalls or recognizes information, ideas, and principles in the approximate form that they were learned. Verbs: Arrange, define, recall, select, state, order, outline, match Example: What is Newton’s third law of motion?

Exercise Think of a topic in your subject. Identify student tasks in that topic at the level of Knowledge.

Comprehension Student translates, comprehends, or interprets information based on prior learning. Verbs: Explain, locate, paraphrase, distinguish, summarize, classify, give examples Example: Draw a diagram showing action-reaction forces.

Exercise Use the same topic in your subject. Identify student tasks in that topic at the level of Comprehension.

Application Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Verbs: Use, interpret, predict, illustrate, produce, construct, demonstrate Example: Give an example of a force accompanied by an acceleration in the opposite direction.

Exercise Use the same topic in your subject. Identify student tasks in that topic at the level of Application.

Analysis Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Verbs: Change, compare, contrast, relate, interpret, explain Example: Explain how Newton’s third law requires that all forces are exerted by one object upon another.

Exercise Use the same topic in your subject. Identify student tasks in that topic at the level of Analysis.

Evaluation Student appraises, assesses, or critiques on the basis of specific standards. Verbs: Judge, recommend, defend, conclude, argue Example: You hitch your mule to a cart and tell him to pull. He responds that because the cart will pull back on him just as hard as he pulls on it, there is no point. What is wrong with the mule’s reasoning?

Exercise Use the same topic in your subject. Identify student tasks in that topic at the level of Evaluation.

Synthesis Student originates, integrates, and combines ideas into a product, plan, or proposal that is new to him or her. Verbs: Create, design, arrange, plan, formulate Example: Design a building, accounting for the stresses on all structural components.

Exercise Use the same topic in your subject. Identify student tasks in that topic at the level of Synthesis.

Summative Assessments What information must be reported? Who receives the report?

Exit Slip For this session, answer one of the questions below. What did you learn? What made you uncomfortable? What confused you? Is there another point you would like to make?