Learning Assessment Learning Teaching Dr. Md. Mozahar Ali Professor, Agril Extension GTI, BAU, Mymensingh mail: mozahar55@yahoo.co.uk Cell No.:88-01711391190

Enduring Understandings It’s a paradox in our educational system that a student can make all ‘A’s and still not understand a principle, concept, or idea.

“Education is that-- which remains after we’ve forgotten everything we learned.” B.F. Skinner

Teaching Planning Teaching Delivery Teaching Evaluation

Learning (Product): Types 1. Cognitive 2. Affective 3. Psychomotor Remember Receiving Imitation Understand Responding Manipulation Apply Valuing Precision Analyze Organization Articulation Evaluate Characterization Naturalization Create

Why Assess Learning? (Focus) Assessment of learning has to do with making decisions about the: Learner Instruction Curriculum Instructor

Purpose of Assessment We can also postulate the purposes of assessment as: Testing student’s mastery on the course content Judging mastery of essential skills and knowledge Measuring improvement over time Way of ranking the students

Purpose of Assessment 5. Motivating students for further study 6. Giving recognition and inspiration to the students as they deserve 7. Diagnosing student’s difficulties (Rubric) 8. Evaluating teaching contents and strategies 9. Evaluating the effectiveness of the course

Assessment methods (1) Selected Response (2) Extended Written Response (3) Performance Assessments (4) Personal Communication

Assessment methods (1) Selected Response Students select the correct/best response from a list provided Multiple choice, true/false, matching, short answer, fill-in questions

Assessment methods (2) Extended Written Response Students construct a written answer in response to a question or task Compare … Analyze… Interpret…. Solve a problem and explain work… Describe in detail…ESSAYS

Assessment methods (3) Performance Assessments Assessment is based on observing a performance/product and making a judgment Performances: *playing an instrument, *carrying out steps in an experiment *speaking in a foreign language *working productively in a group Products: *term paper *lab report *work of art

Assessment methods (4) Personal Communication Determine what a student has learned through personal interaction with them *Asking questions during instruction *Interviewing students in conferences *Giving examinations orally

What is the best method? (2) (1) Selected Extended Written Response (3) Performance Assessments (4) Personal Communication

Quality attributes of assessments

Quality attributes of assessments Validity – does it measure what it is supposed to measure? Reliability – does it produce consistent results? Practicability – is it practical in terms of time and resources? Difficulty – are the questions reasonable and fair? Discrimination – is the method discriminate good performers and poor performers Depth of knowledge – does it test deep thinking? Newble D, Cannon R. A Handbook for Medical Teachers. London: Kluwer Academic Publishers; 1994: 108-41. Newble D, Cannon R. A Handbook for Medical Teachers, 1994

Levels of Assessment (Cognitive) 1.1: Recall or Remember (Knowledge) 1.2: Understand (Comprehension) 1.3: Apply (Application) 1.4: Analyze (Analysis) 1.5: Evaluate (Evaluation or Judgment) 1.6: Create (Synthesis)

Analysis of questions with Bloom’s Taxonomy Bloom’s levels of Cognition Question no Marks per question 1 2 3 4 5 6 10 7 15 9 14 8 Total marks 80 31 25 Total % in each level 11.3% 38.8% 31.3% 7.5% 2.5% 8.8% % Marks in levels (1&2: 3&4: 4&5) 50% 39% 11% Ratios in levels (1&2: 3&4: 4&5) This grid was used for the analysis of questions according to Bloom’s Taxonomy levels. Horizontally the levels of Bloom’s were included Vertically the marks allocated to each question is shown The marks were linked proportionally to one or more of the six levels of Bloom’s Tax The marks from each level were added and the % distribution of the marks through the levels of Bloom’s calculated So far this method has been used by many researchers A further step was taken in this study to simplify the results and to make easy comparison possible between papers Two levels of Bloom’s were combined and a ratio was calculated. The use of these ratios represents a new approach to the analysis of the depth of cognitive knowledge This ration indicates that more or less 40% of the of the questions were basic factual knowledge and understanding 50% questions required from the students higher order thinking - application & analysis and 10% requires evaluation and judgment

Assessment Should also Satisfy Learning Styles of Students!! Auditory Visual Kinesthetic Three primary styles are:

TOOLS

TOS Rubric?

Planning!

Table of

TOS Format

Why Rubric in Learning Assessment? The most effective teachers handle students and grading fairly. (Robert J. Walker, ASU) Every university student we surveyed listed fairness as one of the characteristics of their favourite teachers. (Thompson et al., Univ. of Memphis)

Rubric of a Research Proposal Analytical Rubric - Research Levels of Performance Criteria Weights 1 2 3 Number of Sources X1 1-4 5-9 10-12 Historical Accuracy X3 Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies Organization Cannot tell from which source information came Can tell with difficulty where information came from Can easily tell which sources info was drawn from Bibliography Bibliography contains very little information Bibliography contains most relevant information All relevant information is included