Transcript Document

Sharon Pittman, PhD, MSW, BSW
Funded by: USAID and AIHA
See the Power Point

 http://www.sendspace.com/file/qva560
Schedule DAY ONE

Welcoming note and programme objectives
A word from AIHA
Opening
Logistics/administration
Technology support
TSWEP progress and competency review and updates
Tea
Describe current assessment strategies used exercise
Lunch with Networking
Plenary session—Overview of the assessment process
Identify expanded social work relevant assessment strategies
exercise
Closing the day
Opening

 Welcoming note and programme objectives
 A word from AIHA
 Opening announcement
 Logistics/administration
Technology Networking

 Technology support for assessment design and
development with Kiota cha Ustawi and TESWEP
Face Book networking
TESWEP
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 TESWEP progress and competency review and
updates
 Competency review (see handouts)
Tea Break
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10.00 to 10.30
Current Assessment
Methods
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 Time Frame: 10.30-1.00 Breakout groups with
facilitators
 Group Tasks:
1. Draw the entire learning process for teaching
social work students
2. Describe current student assessment strategies
currently used
Networking Lunch
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1.00 to 2.00
Overview of Student
Learning Assessment
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 Evidence-based learning
 1. Formulating the learning outcome;
2. Systematically searching the literature;
3. Appraising findings for quality and applicability;
4. Evaluating the results; and
5. Improving teaching strategies.
S
The Word “Assess”
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 From the Latin verb “assidere” = “to sit by” (e.g., as an assessor
or assistant-judge, originally in the context of taxes)
 Hence “in assessment of learning” = “to sit with the learner”
 Implies it is something that we do with and for students and
not to students
 Assessment is the art and science of knowing what students
know
 It provides “evidence” of students’ knowledge, skills, and
abilities
 “Evidence” supports instructors’ inferences of what students
know and can do (it guides and informs instruction)
Definition
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Assessment is the process of gathering and discussing
information from multiple and diverse sources in
order to develop a deep understanding of what
students know, understand, and can do with their
knowledge as a result of their educational
experiences; the process culminates when
assessment results are used to improve subsequent
learning.
Huba, M. E. & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses Shifting the Focus from Teaching to Learning. Boston: Allyn and Bacon. (p. 8)
SW Uses of the Word
"Assessment”
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 Needs Assessment (community)
 Client Assessment (individuals and/or families)
 Clinical Diagnosis Assessment
 Program Evaluation Assessment
 Student Learning Assessment
Higher Education
Assessment Cycle
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Course and
Learner
Assessment
Curricular and
Program
Assessment
Institutional
Assessment
Social Work Learning
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 Knowledge
 Values
 Skills
Active Learning
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 Learning as assessment (peer review)
 Experiential learning (role-playing)
 Case-based learning
 Problem-solving learning (address a dilemma)
 Debates (critical thinking)
 Pair and share (used during lecture to engage
students)
 Team work (cohort-based learning)
 Service learning
Learning Styles
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• Your preferred learning style guides the way you
learn. They also change the way you internally
represent experiences, the way you recall
information, and even the words you choose.
• Research shows us that each learning style uses
different parts of the brain. By involving more of the
brain during learning, we remember more of what
we learn.
Learning Styles &
Development
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 Visual: The occipital lobes at the back of the brain manage the visual sense.
Both the occipital and parietal lobes manage spatial orientation.
 Aural: The temporal lobes handle aural content. The right temporal lobe is
especially important for music.
 Verbal: The temporal and frontal lobes, especially two specialized areas
called Broca�s and Wernicke�s areas (in the left hemisphere of these
two lobes).
 Physical: The cerebellum and the motor cortex (at the back of the frontal
lobe) handle much of our physical movement.
 Logical: The parietal lobes, especially the left side, drive our logical
thinking.
 Social: The frontal and temporal lobes handle much of our social activities.
The limbic system (not shown apart from the hippocampus) also influences
both the social and solitary styles. The limbic system has a lot to do with
emotions, moods and aggression.
 Solitary: The frontal and parietal lobes, and the limbic system, are also
active with this style.
Styles of Learning
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 Visual (spatial):You prefer using pictures, images, and spatial
understanding.
 Aural (auditory-musical): You prefer using sound and music.
 Verbal (linguistic): You prefer using words, both in speech and
writing.
 Physical (kinesthetic): You prefer using your body, hands and
sense of touch.
 Logical (mathematical): You prefer using logic, reasoning and
systems.
 Social (interpersonal): You prefer to learn in groups or with
other people.
 Solitary (intrapersonal): You prefer to work alone and use selfstudy.
What is Your Style
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 http://www.ldpride.net/learning-style-test.html
Teaching with Style
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 Linguistic intelligence - describe the material out loud, or
use question and answer format.
 Logical-mathematical intelligence - use a flowchart or
diagram for the material.
 Spatial intelligence - make an image of the material.
 Musical intelligence - play background music as you
learn.
 Interpersonal intelligence - teach someone else.
 Intrapersonal intelligence - ruminate on the material.
 Bodily-kinesthetic intelligence - use index cards sorted in
different ways.
Underpinning Values of
Student-Centered Teaching
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 Let’s list the values
 http://www.livingmore.org/wp-content/lmdocuments/ValuesList.pdf
 Using this list pick 10 values that should motivate
instructors for student-centered teaching.
Two Assessment
Processes
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Summative Assessment
 Is carried out at intervals when achievement has to
be summarized and reported
 Looks at past achievements
 Adds procedures or tests to existing work
 Involves only grading and feedback of grades to
students
 Is separated from the act of teaching
 “Certifies” achievement
Two Assessment
Processes
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Formative Assessment
Informal: carried out frequently and is planned at the
same time as teaching
Provides interactive and timely feedback and response:
which leads to students recognizing the (learning)
gap and closing it (it is forward-looking)
In addition to feedback, includes self-monitoring
Fosters life-long learning: It is empirically argued that it
has the greatest impact on learning and achievement
Sample of SW
Assessment Tools
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 Concept Maps - A diagramming technique for assessing how well
students see the "big picture".
 Quizzes- Process knowledge building assessment
 Exams - Find tips on how to make exams better assessment
instruments.
 Oral Presentations - Tips for evaluating student presentations.
 Poster Presentations -Tips for evaluating poster presentations.
 Peer Review - Having students assess themselves and each other.
 Portfolios - A collection of evidence to demonstrate mastery of of
given competencies
 Rubrics - A set of evaluation criteria based on learning goals and
student performance.
 Written Reports - Tips for assessing written reports.
 Other ?
DAY TWO

1) Explore the TSWEP social work competencies as
based in knowledge values and skills
2) Match the practice behaviour to assessment method
using Bloom’s Taxonomy for instructors
3) Review curricular language for practice behaviour