1. Your students Your course Your teaching
Assessing
Your students Your course Your teaching

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

3. 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?

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

5. 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

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

7. Student Feedback
Information given to students about their performance

8. 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?

9. 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

10. 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

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

12. 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?

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

14. 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.

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

16. 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.

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

18. 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.

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

20. 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?

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

22. 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.

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

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

25. 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?