1. Matching Learning Objectives and Assessment Methods Classroom Assessment Series Fall 07

2. Assessment Is… When you hear the term “assessment,” what does it make you think of? When you hear the term “assessment,” what does it make you think of? How is “assessment” being used in your department/field? How is “assessment” being used in your department/field? How and when is assessment effective, in your opinion? How and when is assessment effective, in your opinion? What would you like to learn today? What would you like to learn today?

3. Assessment is… …a process of gathering information from multiple sources to discover what students know, understand and can do (KSAs*) with what they have gained or been exposed to in class …a process of gathering information from multiple sources to discover what students know, understand and can do (KSAs*) with what they have gained or been exposed to in class …what have the students learned? And how well? how can the results be used to improve learning? …what have the students learned? And how well? how can the results be used to improve learning?

4. Benefits of Using Frequent Assessment Opportunities Practice using new knowledge; deeper learning Practice using new knowledge; deeper learning Frequent feedback; opportunities to adjust performance and try again (become more efficient, effective, innovative over time) Frequent feedback; opportunities to adjust performance and try again (become more efficient, effective, innovative over time) Experience real problems/situations and the many ways prof’s in the field seek info, organize it, describe it, use it to invent potential solutions Experience real problems/situations and the many ways prof’s in the field seek info, organize it, describe it, use it to invent potential solutions

5. Benefits continued… Learn from colleagues (as in real world) Learn from colleagues (as in real world) Learn criteria for quality work and how to use them to monitor work, self-adjust, make improv’s, and reflect on where to still improve Learn criteria for quality work and how to use them to monitor work, self-adjust, make improv’s, and reflect on where to still improve Receive support from instructor while learning and doing the assignments Receive support from instructor while learning and doing the assignments Coach, facilitate process, points to resources, encourages, gives feedback, partners with learners, plans class time that employs activities that USE course material Coach, facilitate process, points to resources, encourages, gives feedback, partners with learners, plans class time that employs activities that USE course material

6. Benefits… Integrates basic knowledge, practice using it, and general education skills (communications, problem-solving, teamwork, writing…) Integrates basic knowledge, practice using it, and general education skills (communications, problem-solving, teamwork, writing…)

7. Matching LO’s and Ass’s 1. Where does your course fit into the curriculum? 2. What experiences do your students need to have in your courses so that, combined with other courses, they will achieve program outcomes? 3. What are the intended learning outcomes for your course? Can you identify the sub-KSAs students need to achieve them?

8. Matching Los & Ass’s 4. How will you know if your students achieve the outcomes? 5. How can these outcomes and assessment plans guide your decisions about curriculum design? (backward design) 6. How can you use the results of the assessments a) to improve individual student performance and b) to make adjustments to your course to better prepare them to achieve higher performance?

9. Type of Assessment Measures Indirect: Indirect: self-report surveys about how they are learning (e.g., knowledge surveys, CATs) self-report surveys about how they are learning (e.g., knowledge surveys, CATs) Surveys on how course format is helping/hindering their efforts Surveys on how course format is helping/hindering their efforts Direct measures of learning: Projects Products Papers Exhibits/performances Case Studies Portfolios Interviews Forward-looking exams Backward-looking exams/quizzes

10. Assessment Results… One or all of these: One or all of these: Provide evidence of learning or quality of learning (graded or self-assessment; if latter, practice using criteria too) Provide evidence of learning or quality of learning (graded or self-assessment; if latter, practice using criteria too) Provide opportunities for immediate, discriminating (based on criteria) feedback for improved future practice Provide opportunities for immediate, discriminating (based on criteria) feedback for improved future practice Assign a grade Assign a grade

11. Series: Learn More About… Creating and using CATs in your class Creating and using CATs in your class Creating and using exams/quizzes for your class Creating and using exams/quizzes for your class Creating rubrics for projects, products, performances, portfolios, interviews for your class Creating rubrics for projects, products, performances, portfolios, interviews for your class Creating and using portfolios in your class Creating and using portfolios in your class