1. Grappling with Grading Assessment & Rubrics
SCRIPT before beginning:
The Teaching and Learning Center invites you to live-tweet this session as a means of enhanced learning and connection with the TLC and fellow participants.

2. Introductions Introduce yourself Please share Who you are
The department you are in
The courses you teach, have taught, or are planning to teach
Your goals for students
5-minutes

3. Workshop Goals
Review best practices in integrating learning goals with assessments
Review different forms of assessment
Reflect on your teaching and assessment experiences
Apply assessment practices in your courses

4. Assessment How much freedom do you have in designing your assessments?
Are there benefits to using an assessment someone else designed?
How well do the assessments you use fit with the learning goals for the course?
Discuss these with a partner for 5 minutes, then share with the class.
5-7 minutes

5. Fink’s Integrated Course Design
5 minutes (including next slide)

6. Fink’s Course Design Model
Fink asks:
What are the important situational factors in a particular course and learning situation?
What should our full set of learning goals be?
What kinds of feedback and assessment should we provide?
Are all the components connected and integrated? Are they consistent with and supportive of each other?

7. Assessment The first step in designing assessments is ….
Identify the learning goals.
What do you expect students to learn by completing this assignment?
What kinds of intellectual skills do you expect them to practice or acquire by completing this assignment?
Are your goals for students, in terms of their learning, explicit?
7-10 minutes (including next slide)

8. Fink Audit-ive vs. Educative Assessment
Fink cites Grant Wiggins as a proponent of educative assessment. That is, we traditionally think of assessment as testing. Although testing is important and provides some degree of what students have learned, it only serves one purpose– to audit the knowledge that students have remembered/learned. This type of assessment, according to Fink and Wiggins, only focuses on backward-looking assessment, or reviewing what has been covered over the last few weeks.
On the other hand, reviewing the educative aspects of assessment helps students master the learning process and focuses on the components of learning. According to Fink, educative assessment has 4 components which include focusing on what students should be able to do, enabling them to assess themselves, developing standards and criteria for the assessment, and providing feedback that is Frequent, immediate, discriminating, and delivered lovingly. We will focus more on feedback later on.

9. Principles for Assessment (Steen, 1999)
Not a single event, but a continuous cycle.
An open process.
Promotes valid inferences.
Employs multiple measures of performance.
Measures what is worth learning, not just what is easy to measure.
Supports every student’s opportunity to learn important _______ (fill in the blank)
5 minutes (give students hand-out)

10. Fair Assessment Practices (Suskie, 2000)
Clearly stated learning outcomes; share them with students.
Match assessment to what you teach and vice versa.
Use multiple measures and different kinds of measures.
Teach students how to do the assessment task.
Engage and encourage your students.
Interpret assessment results appropriately.
Evaluate the outcomes of your assessments.

11. Assessment Practices
Knowing the principles and practices, do assessments you use fit these criteria?
Work with a partner and discuss how an assessment in your class either meets the criteria, or how it could be improved.
10-15 minutes

12. Authentic Assessment Examine the two different assessments.
Which assessment do you think your students would prefer? Why?
Which assessment do you think you would prefer your students to complete?
Which assessment would give you a better indication of students’ mastery of learning goals? Why?

13. Authentic Assessment
Describes the multiple forms of assessment that reflect
student learning
achievement
motivation
and attitudes on instructionally relevant classroom activities
O’Malley & Valdez Pierce, 1996

14. Authentic Assessment
If you want to teach students how to swim, how would you evaluate their abilities and skills?
Likewise, if you want to teach students listening, speaking, reading or writing skills, how would you evaluate their performance?
What types of assessment would you use?

15. Authentic Assessment Examples
Oral Interviews
Story or Test Retelling
Writing Samples
Projects/Exhibitions
Experiments/Demonstrations
Portfolios
Any others?
Oral Interviews
Ask students questions about personal background, activities, readings, and interests
Story or Test Retelling
Retell main ideas or selected details of text experienced through listening or reading
Writing Samples
Generate narrative, expository, persuasive, or reference paper
Projects/Exhibitions
Project in content area
Experiments/Demonstrations
Experiment or demonstration of use of materials
Portfolios
Focused collection of student work to show progress over time

16. Authentic Assessment Advantages
Emphasizes what students know
Requires students to develop responses
Uses samples of student work collected over an extended period of time
Stems from clear criteria
Elicits higher-order thinking
Allows for the possibility of multiple judgments
Relates more closely to classroom learning
Teaches students to evaluate their own work
Considers differences in learning styles, language proficiencies, cultural and educational backgrounds, and grade levels
From O’Malley & Valdez Pierce, 1996
Emphasizes what students know, rather than what they do not know
Requires students to develop responses instead of selecting them from predetermined options
Uses samples of student work collected over an extended period of time
Stems from clear criteria made known to students and parents
Elicits higher-order thinking
Allows for the possibility of multiple human judgments
Relates more closely to classroom learning
Teaches students to evaluate their own work
Considers differences in learning styles, language proficiencies, cultural and educational backgrounds, and grade levels
From O’Malley & Valdez Pierce, 1996

17. Assessment Focused on achievement Provides grades High stakes
Formative
Summative
Provides timely feedback about performance or attainment of goals
Interactive
Low stakes
Administered continuously
Fosters life-long learning
It is empirically argued that it has the greatest impact on learning and achievement
Focused on achievement
Provides grades
High stakes
Administered at intervals
Standardized or formalized
Huba & Freed, 2000
5-7 minutes (with next slide)

18. Assessment Examples a midterm exam a final project a paper a recital
Formative
Summative
Project (including group projects, collaborative learning)
Experiment
Development of a product
Performance
Community-based experience (service learning)
Exhibition
Case study / Critical incident
Clinical evaluation
Oral exam or presentation
Interview
Comprehensive exam
Portfolio
a midterm exam
a final project
a paper
a recital

19. Assessment What is the value of summative assessments?
What can they tell us?
What is the value of formative assessments?
How do you incorporate both types of assessments in your class?
Discuss these with a small group, and then share with the class.
10-15 minutes

20. Assessment
As a result, consider the following when planning assessment
Differentiate feedback from assessment
Make the focus on learning, not just summative assessment
Encourage students to reflect on their learning and experiences in class

21. Prior Knowledge
Consider assessing your students’ prior knowledge before giving out assessments.
Students come to class with a variety of learning experiences and different backgrounds.
These all should be considered before you plan your assessments.
5-7 minutes

22. Prior Knowledge Questions to consider:
What facts and concepts should students know?
What procedures and steps should students be familiar with?
What metacognitive practices should students be aware of?
How is knowledge and skills applied in real world contexts and problems in my discipline? Do my assessments reflect the complexities of the field, or are students assessed out-of-context?

23. Classroom Assessment Techniques (CATs)
CATs are quick assessments that enable both you and students to check their comprehension of important information, concepts and details for your course.
CATs are easy to administer and relatively easy to grade.
Angelo & Cross, 1993
5-7 minutes (with next slide)

24. Examples of CATs Knowledge & Skills Reflection & Self-Assessment
The Muddiest Point
The One-Minute Paper
Chain Notes
Student Generated Test Questions
Focused Listing
One Sentence Summary
Reflection & Self-Assessment
Journals
Blogs
Reactions to Instructional Methods
Exam Evaluations
Suggestion Box
Personal Course Feedback Forms
(Angelo & Cross, 1993; Haugen, 1999)

25. Examples of CATs Reflection & Self-Assessment
Journals
Blogs
Reactions to Instructional Methods
Exam Evaluations
Suggestion Box
Personal Course Feedback Forms
(Angelo & Cross, 1993; Haugen, 1999)

26. Assessment What types of assessment do you use in your classes?
What types of assessment that you are not using do you envision yourself using?
Discussion/reflection to end

27. References
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
Assess teaching & learning. Eberly Center for Teaching Excellence & Educational Innovation. Carnegie Mellon. Retrieved from
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Gross-Davis, B. (2009). Tools for teaching. San Francisco: Jossey-Bass.
Huba, M. E. & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses - Shifting the Focus from Teaching to Learning. Boston: Allyn and Bacon.
Steen, L. A. (1999). Assessing assessment. St.Olaf College. Retrieved from
Suskie, L. (2000). Fair assessment practices: Giving students equitable opportunities to demonstrate learning. The American Association for Higher Education Bulletin, May. Retrieved from kie.pdf

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