wi13 workshop: assessment

CTD WEEKLY WORKSHOPS:ASSESSMENT

Peter Newbury Center for Teaching Development,University of California, San Diego

pnewbury@ucsd.edu @polarisdotca

ctd.ucsd.edu #ctducsd

slides and resources: http://tinyurl.com/CTDAssessment

Thursday, February 21, 201312:30 – 1:30 pm Center Hall, Room 316

Assessment

Typical Peer Instruction Episode

2

Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-

challengingmultiple-choice question.

2. Students think about question on their own.

3. Students vote for an answer using clickers, colored/ABCD voting cards,...

4. The instructor reacts, based on the distribution of votes.

Fixed and Growth Mindsets [1]

The helpless [children] believe that intelligence is a fixed trait: you have only a certain amount, and that’s that. I call this a ‘fixed mind-set.’

The mastery-oriented children think intelligence is malleable and can be developed through education and hard work.

3

Assessment

Fixed, Entity, Performance-oriented

Growth, Malleable, Incremental,Mastery- oriented

Assessment4 Graphic by Nigel Holmes [2]

Assessment5

Assessment6

Assessment7

Assessment8

Assessment9

Assessment10

Assessment11

Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.”

Wikipedia en.wikipedia.org/wiki/Agency_(philosop

hy)

Feedback and Practice that Enhance Learning [3]

Assessment12

Writing – public policy coursePresentations on research – medical anthropology

Instructors’ expertise and bias not clear to students (or

themselves)

Feedback and Practice thatEnhance Learning [3]

Assessment13

Solution: Goal-directed practice coupled with targeted feedback are critical to learning.

Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC

Feedback and Practice thatEnhance Learning [3]

Assessment14

Solution: Goal-directed practice coupled with targeted feedback are critical to learning.

[G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.

[p. 127]

[T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.

[p. 141]

Feedback and Practice thatEnhance Learning [3]

Assessment15

Solution: Goal-directed practice coupled with targeted feedback are critical to learning.

practice is goal-directed productive practice

timely feedback feedback at appropriate level

Assessment16

Aside: exploring these characteristics

analogyStudents come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [4])

contrasting casesTeachers must teach some subject matter in depth, providing many examples in which the same is at work and providing a firm foundation of factual knowledge (How People Learn [4])

Contrasting cases

Assessment17

practice is goal-directed

practice not goal-directed

productive practice unproductive practice

timely feedback untimely feedback

feedback at appropriate level

feedback not at appropriate level

18 collegeclassroom.ucsd.edu #tccucsd

Practice is goal-directed Practice is not goal-directed

sport/hobby

education

Rubrics

Assessment19

Needs to be given BEFORE and BUILT INTO assignment Outlines what it takes to improve: path to

improvement “reasonable yet challenging goal” [3] Use to support growth mindsets

Assessment20

Clicker question

Assessment21

Does this rubric foster aA) fixed mindsetB) growth mindsetC) neitherD) both

Assessment22

Teaching Statement Rubric

Goals for student learning

Enactment of goals (teaching method)

Assessment of goals (measuring student learning)

Creating an inclusive learning environment

Structure, rhetoric and language

ExcellentNeedsWork

Weak

Take Away

Assessment23

Plan your course (learning outcomes, assessments and activities)

Carl Wieman Science Education Initiativecwsei.ubc.ca

Take Away

Assessment24

Plan your course (learning outcomes, assessments and activities)

Motivation and Expertise Growth mindset is necessary for deliberate

practice, development of expertise Behave in the classroom

Rewarding errors, etc. Take care to support and be sensitive to

minority experiences be aware of your own mindset towards your

students’ ability to learn your discipline

References

Assessment25

1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43.

2. Nigel Holmes http://nigelholmes.com/home.htm

3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass.

4. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.