1. Effective Assessment for Busy Faculty Practical, Research-based Guidelines Workshop 1 of 3 for Faculty, Staff & Guests of The University of North Carolina at Charlotte 9:00 to 11:00 AM – Wednesday 25 February 2015 Tom Angelo

2. First, please detach page 11 (It’s the session evaluation form)

3. A DISCLAIMER The Three ‘Nots’ ’\ If I say anything that seems critical, remember that my comments are: NOT about UNCC, NOT about any institutions you attended, and NOT about any institutions your children or other family members attend/attended.

4. A TRIGGER WARNING for PARTICIPANTS! The following session is rated M – for Mature Audiences only.

5. It’s rated M – for Mature Audiences – because this session contains... Nudity (not mine!) Adult Themes (e.g., “HOT HIPs”) Strong Language (e.g., The “F” word)

6. Raise your hand, please, if you’re familiar with... The ancient Greek Myth of Sisyphus

7. Do you ever feel like Sisyphus?

8. That was the nude bit. No, there’s really no more nudity. Sorry!

9. Or maybe more like... Assess-yphus?

10. Here’s what the future looks like to Assessyphus

11. Re- Accreditation Accreditation

12. Working harder or faster won’t solve the problem. Maybe Assessyphus needs more leverage?

13. This session is all about LEVERAGE

14. Why Assess Learning? Summative purposes To compare learners against each other To compare learning against criteria To certify competency To award qualifications To ration resources To provide accountability

15. Why Assess Learning? Formative purposes To focus learners’ attention To illuminate and undermine misconceptions To increase motivation to learn To provide learners with feedback To improve performance To promote self-assessment & monitoring To develop independent, lifelong learning

16. To do assessment as if learning matters most, we must privilege the formative purposes.

17. 17 Assessment & Feedback for Learning Take a Gap-Analysis Approach Find the Gaps Mind the Gaps Close the Gaps

18. 1.Build shared TRUST 2.Build shared LANGUAGE & CONCEPTS 3.Build shared GOALS & MOTIVATION Three Key Building Blocks for Doing Assessment as if Deep Learning Matters Most

19. Page 1 Values Which of your core educational and/or professional values motivated you to participate in this workshop?

20. Page 1 Goal Ranking & Matching Exercise Your Learning Goals for this session? _________________________________________

21. Your Learning Goals for this session? Practical tools for assessment % Strategies for engaging other faculty % Strategies for engaging students % Better ways to assess learning % When’s the break?%

22. My Draft Teaching Objectives for this Session By the end of this session, I will have: 1.Reviewed seven (7) research-based guidelines 2.Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses 3.Shared useful resources and/or references for follow up

23. My Revised Intended Learning Outcomes for this Session By the end of this session, I participants will have: 1.Reviewed seven (7) identified at least two (2) research-based guidelines to adapt and apply to their own work 2.Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses 2. Prepared to adapt and try out at least two or three (2-3) simple assessment strategies/techniques to engage faculty and students and improve learning on their campuses 3. Shared Identified at least two (2) useful resources and/or references for follow up

24. 24 A “Balcony” Question If you participated actively: What differences do you note between the “teaching objectives” and the “intended learning outcomes”? (How consequential are those differences?)

25. Applications Card – p. 8 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS

26. 1.Build shared trust 2.Build shared language and concepts 3.Build shared goals and motivations 4.Design backward and work forward 5.Think and act systematically 6.Take a scholarly approach 7.Don’t assume, ask Seven Transformative Guidelines for Doing Assessment as if Deep Learning Matters Most Page 4

27. 27 A “Balcony” Question If you participated actively: Can you imagine ways in which assessing values and/or goals might help you and your colleagues better achieve them?

28. Page 2 Background Knowledge Probe Please answer each question regarding the USA, the Ukraine, and Syria. Guessing is encouraged!

29. OK, you can turn your gadgets on again. Quickly Google 1 or 2 items that most intrigue or bother you. Feeling better already?

30. A 2 nd “Balcony” Question If you participated actively: Are you more interested in finding out the answers to the questions on p.2 than you were a few minutes ago?

31. 10.Which of the questions above, if any, can be answered accurately simply by Googling? 11.Which, if any, invite or require critical thinking? 12.Which, if any, might provoke strong emotions in some students? 13.What does this exercise suggest to you re: diagnostic assessment in your context? Additional Questions Page 2

32. 32 Applications Card – p. 8 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS

33. Why bother assessing prior knowledge in such a complicated, time-consuming way?

34. Page 3 Six Dimensions of Higher Learning Outcomes % Then?% In Future? ____Factual Learning _____ ____Conceptual Learning _____ ____Procedural Learning _____ ____Conditional Learning _____ ____Reflective Learning _____ ____Metacognitive Learning _____ 100% 100%

35. Page 3 Six Dimensions of Higher Learning Outcomes Metacognitive Reflective Conditional Procedural Conceptual Factual

36. Which of those six dimensions needs and deserves the most focus if we aim to foster: Critical thinking? Problem-solving? Professional practice?

37. 1.Build shared trust 2.Build shared language and concepts 3.Build shared goals and motivations 4.Design backward and work forward 5.Think and act systematically 6.Take a scholarly approach 7.Don’t assume, ask Seven Transformative Guidelines for Doing Assessment as if Learning Matters Most Page 4

38. 38 The Parrot Test

39. Page 4 Seven Transformative Guidelines Please mark each item on the list with a plus sign, minus sign, or question mark Use the plus ( + ) if you agree with it Use the minus ( – ) if you do not agree Use the question mark (?) if you’re unsure what it means

40. 40 HOT HIPs! H igher O rder T hinking can be promoted effectively through H igh- I mpact P ractices

41. HIPs – High-Impact Educational Practices First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning/Community-based/Internships Capstone Courses and Projects

42. What makes these HIPs so HOT? High expectations Explicit direct instruction Metacognitive scaffolding Effective feedback Deliberate practice Focused collaboration

43. Applications Card – p. 8 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS

44. Video clip?

45. 45 Page 5 A Detailed Assessment/Grading Rubric We tend to benchmark grades awarded, but rarely benchmark the criteria by which they are awarded or the weightings given to various criteria.

46. Page 6 The GIFT Group Informal Feedback on Teaching Midterm feedback on your teaching

47. Page 7 Assessing Teaching as if Deep Learning matters most

48. “The effectiveness of teaching is best evaluated by what the students do when the teacher is not present.”

49. Applications Card – p. 8 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS

50. 50 The Parking Lot Test Choose one of your possible applications. Prepare to answer the three questions below about that specific application: What is it? Why do you think it might be useful? How do you think you might use it?

51. A hero for our times! Assessyphus

52. 52 Here’s what the future could look like to Assessyphus

53. AccreditationRe-Accreditation

54. Why Assess Learning? Formative purposes To focus learners’ attention To illuminate and undermine misconceptions To increase motivation to learn To provide learners with feedback To improve performance To promote self-assessment & monitoring To develop independent, lifelong learning

55. 55 Please complete the workshop evaluation form. Thanks for your participation, and best wishes for success in your critical work!

56. 56 For more information thomas.a.angelo@gmail.com