Transcript Document

Assessing Your Assessments:
The Authentic Assessment Challenge
Dr. Diane King
Director, Curriculum Development
School of Computer & Engineering
Technologies
[email protected]
March 13, 2009
SESSION OBJECTIVES
How to identify and define learning
outcomes
How to align assessment with learning
outcomes
How to assess learning outcomes
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What is assessment?
Why do we assess?
What do we assess?
Is it working?
What is Assessment?
Assessment is the systematic gathering and
analyzing of information (excluding course
grades) to inform and improve student
learning or programs of student learning in
light of goal-oriented expectations
Effective Grading: A Tool for Learning and Assessment Barbara Walvoord and
Virginia Johnson Anderson Jossey-Bass, 1998
What is Assessment?
“Techniques used to analyze student
accomplishment against specific goals
and criteria”
UW-Madison Assessment Manual
Authentic Assessment
…simulate or replicate important realworld challenges (Wiggins and McTighe)
…measures a student’s ability to perform
a real world task (Northern Illinois University)
Authentic Assessment
A form of assessment in which students
are asked to perform real-world tasks
that demonstrate meaningful application
of essential knowledge and skills.
Student performance on a task is typically
scored on a rubric to determine how
successfully the student has met
specific standards. (Mueller)
Why Do We Assess?
To know if students can apply what they
have learned in authentic situations
(Mueller)
Why Do We Assess?
To Improve
To Inform
To Prove
UW-Madison Assessment Manual: Using Assessment for Academic
Program Improvement April 2000
Program Improvement Revised April 2000
What Do We Assess?
How do we know what to assess?
Where To Start?
At the END!!!
…with the OUTCOME!!!!
Outcome
Specific accomplishments to be achieved
(Hatfield)
LEARNING OUTCOME
What do I want my students to KNOW as
a result of taking this course?
= KNOWLEDGE
What do I want my students to be able to
DO as a result of taking this course?
= SKILLS
Learning Outcome
HOW are my students going to APPLY
what they have learned in here, out
there?
= PERFORMANCE
Learning Outcomes
“As a result of this program/course, students
will be able to:….”
> College wide
> Discipline specific
> Program level
> Course level
Institutional Outcomes
Backward Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and
instruction
Wiggins and McTighe
Desired Result
Participants will identify one key learning
outcome for a course they teach
Participants will design one authentic
assessment activity to measure
Performance Task
Real world application of knowledge or
skill
Measurable Performance
What criteria will you use to measure how
the student performed the task?
Rubric
A scoring scale used to assess student
performance along a task-specific set of
criteria – Mueller
Rubric
Types of Assessment Methods
> Portfolio Digital/electronic/webbased
> Special
projects/capstones
> Journals/learning
logs/digital learning
records
> Conferences/interviews
> Oral examinations
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Self-/peer assessments
Collaborative project
Performances
Experiments/research
studies/visual
representations
> Case studies
> Service learning
> Internships –
logs/journals/reflections
Types of Assessment Methods
> Anecdotal observations
> Student generated items
> Industry certifications that
show competencies
> Conferences/interviews
> Education plan
> Faculty critiques
> Documentation of service
learning experiences
Direct Assessment
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Comprehensive Exam
Major Project
Student Portfolios
Pre-test/Post-test
Embedded questions
Performance assessment
Senior Portfolio
Embedded questions in
exams
> Senior seminar
INDIRECT ASSESSMENT
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Internship Evaluation
Alumni, Employer, Graduate Exit survey
Student scholarly achievement
Examination of information contained in department's
own database
Student Satisfaction Survey
Student Course Evaluation
Community perception of program
Student graduation/retention rate
Focus group discussions
Classroom Assessment Techniques
Informal/Immediate Feedback
The One-Minute Paper
The minute paper is a short exercise in which you ask students to write for one minute on
two questions: What was the most important thing you learned today? and, what question
still remains in your mind after today's class?
The Muddiest Point
This assessment method is similar to the minute paper. Students write a one-minute essay
on the muddiest point that remains in their minds after a lecture, demonstration, or
presentation.
The One-Sentence Summary
In this method, students write and then discuss a one-sentence summary that describes the
content covered in class.
Directed Paraphrasing
In directed paraphrasing, students summarize a concept or procedure in two or three
sentences.
Applications Cards
Here, the instructor asks students to think of real-world applications of topics discussed in
class.
IS IT WORKING?
ASSESSING THE ASSESSMENT
ASSESSMENT VALIDATION
1. Are the following elements present in the
instrument?
>Learning Outcome
>Product or performance-based
assessment
>Real-world relevance
>Application of knowledge
>Alignment with criteria on rubric
ASSESSMENT VALIDATION
2. Will the assessment task elicit the learning
outcome(s) being assessed?
3. Will the assessment task elicit a full
expression of ability at a level appropriate to
the students’ general education learning
experience?
4. Does the assessment task require students
to demonstrate proficiency of the learning
outcome (understanding and ability)?
ASSESSMENT VALIDATION
5. Does the assessment task integrate knowledge and
skills gained throughout the students’ general
education learning experience?
6. Does the assessment task permit students some
individual difference in meeting the performance
criteria?
7. On a scale (from disconnected to fully integrated),
does the assessment task encourage students to
integrate competencies with each other?
ASSESSMENT VALIDATION
8. Does the assessment task assess both knowledge
and ability?
9. Is the assessment task authentic; that is, does it
involve students in issues they see as vital concerns
or engage them with problems related to the real
world?
10. Will the assessment task produce results that can
provide diagnostic, structured feedback on students’
attainment of the targeted learning outcome?
Workshop Applied Learning Tasks
Introduction to Computers/Computer
Literacy
1. Identify One Learning Outcome
2. Develop one authentic assessment
task to measure that outcome
THANK YOU!