Assessment of Learning

Prepared By: Rhys AndrewsMain Credit: Fenwick, T and Parsons, J. The Art

of Evaluation

Outline

Part 1 – Introduction to Assessment A Learning-centered approach Linking learning and assessment Assessment planning Evaluation methods

Part 2 – Reviewing your Assessment Reflect on your practices Linking outcomes with assessments Identify changes and / or new assessment

methods to use

Is Anybody Learning Out There?

Ask Yourself• Who is responsible?• What are they responsible

for?• Who are they responsible

to?

The Learning-Centered Approach

Teacher versus Learning – Centered Approaches

• Facilitation - Content and delivery• Learning strategies and behaviors• Assessment

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluate

Bloom’s Taxonomy

Remember

Create

Experiential Learning Cycle

Experiencing

Applying Reflecting

Concluding

Defining Experiential Cycle

Experiencing – “doing”, learning activities.

Reflecting – “thinking”, examining the experience.

Concluding – “conclusions”, what went well and what didn’t. Transfer learning to the real-world.

Applying – “now what”, reflections and conclusions turned into action plans.

Assumptions about Learning

• A natural and dialectic process• Is cyclical• Learners have preferred strategies• Learning is non-normative• Learning is a function of the central nervous

system• Learning takes place within a context• Strong emotions affect learning• Learning involves learning how to learn• What we value and believe to be true about

learning influences our learning and how we facilitate learning

Learning Has

• An interactive dimension – we receive meanings from others, we develop meaning from our own experience, we integrate these two sources into a whole

• A constructive dimension – we construct meaning, we assign reality

• A transformative dimension – meaning has the ability to lead to change

Learning Principles

Learners should:• Understand the outcomes and assessments

established by others • Be able to accept these • Be willing to commit themselves

Learning is improved if learners can:• Assess their own learning needs• Select some of their own learning goals and

directions for change.

What are Learning Outcomes?

They are a statement of what the student should know and be able to do when they complete a program or course

•Knowledge•Skills•AttitudesLearning outcomes are related to the needs analysis of the student (for employment) rather than the needs of the instructor

Defining a Learning Outcome

3 main questions to answer:

• What is required of a student in a employment situation?• What teaching methods/strategies would be effective?• How will the learner be evaluated?

Note. Evaluation methods similar to workforce requirements

Linking Learning and Assessment

Linking Learning and Assessment

Nine Purposes of Assessment

1. Compare learner performance to learning outcome.

2. Help learners make decisions about their next action.

3. Monitor students’ ongoing progress

4. Assess teaching methods

5. Revise the program

6. Provide information to stakeholders.

7. Assess a learners background knowledge.

8. Determine learner satisfaction.

9. Develop self-assessment in learners.

Training Model for Evaluation

1. Determine a baseline of performance.

2. Establish learning outcomes.

3. Conduct the learning, modify as you go.

4. Give an end test.5. Conduct on the job

measurement.6. Measure and

evaluate.

Authentic AssessmentPeople are honest, learning is relevant, and evaluative

feedback is helpful

1. On-going2. Valid and reliable 3. Comprehensive4. Communicated

Assessment Validity and Reliability

Validity• Measures what it

is supposed to measure

• Strong link between learning outcome and assessment process

Reliability• Assessment is

consistent and can be used over and over

Traps in Assessment

1. Measure what is easiest to measure2. Underestimate the learning in the

assessment3. Power of teacher over student4. Reduce learning to what is evaluated

Examine your Beliefs1. What are the key things learners should know and do at the end of

the program / course?

2. Should learners be helped to create their own knowledge that you

deliver?

3. Which is more important: collaborative or individualized learning?

4. Should the instructor control the content and process, or should

learners have more control?

5. Does learning happen in systematic steps or in holistic, unpredictable

ways?

6. Does learning happen in a “Ah-ha” way or the through gradual

change?

7. Should learners be able to demonstrate learning at the end of the

course or at a later time.

Review your Practices

1. Do your methods for evaluating show if learners have mastered

the essentials?

2. Do students reveal personally constructed knowledge, or

knowledge you have constructed and they have memorized?

3. Does the evaluation match the learning activities?

4. Does the language in evaluation match the learning activities?

5. Do your assessments allow students to show what they know?

6. How much do learners participate in the assessment methods?

7. Do your evaluation methods embody your deepest beliefs about

teaching and learning?

8. Could you justify each assignment or method of evaluation you

use as valid?

Reflective Practice

Remember as Learner

1. A product you were proud of – was the evaluation helpful?

2. Grades or comments that were negative - was it helpful?

Remember as a Teacher

1. An evaluation you tried once and decided not to use again – what went wrong?

2. An assignment you gave that learners enjoyed – what made it successful?

3. An evaluation where performance was low – why?

Assessment PlanningWhat do you want learners to know?

• Why?• What? • How?• When?• Summative or formative• Qualitative, quantitative

Criteria for Assessment

• Criteria – compares learning to a absolute external standard

• Normative – compares one learners performance to others in the group

• Self – compares what the learner understands today with their knowledge in the past

Choosing a StrategyMethods of Evaluation

• Evaluate at Many Levels – understanding, apply, analyze, evaluate concepts, and create new ideas

• Multiple Methods – use more than one method

• Be Aware – of your ability and the needs of your learners

• Timing – formative (during the term) and summative (at the end of the term)

• Data – Best data to determine learning

Methods

• Test – multiple choice, fill-in blank, true/false

• Test – short and long answer

• Demonstrate skill• Informal writing• Student created

product

• Informal observation• Self-assessment• Peer assessment• Integrated projects• Labs and assignments• Portfolio

Evaluating Performance

• What is the minimum level of performance?• Pre-test and post-test

Measuring Knowledge

• Evaluate at levels of Bloom’s Taxonomy where necessary

Assessing Technical Skills

Student should be able to.• Know how to do it – the parts and process and how

to operate • What to do and when• Know consequences of actions

How can we help?• Demonstrate and describe• Practice and formative evaluation• Learner performs and summative evaluation• Self-evaluation

My Course

Course Level• 10 – 13 lab assignments linked to specific

learning outcomes• Assignments designed as “real life” activities• Formative and summative exam – lecture and

practical• In-class exercises• Individual and group-based

Program Level• Integrated project – with presentation• Applied research project – with presentation

Relevance to a job: an individual learning activity

Faculty:Define the problem

Students:Explore

Students:Plan the Solution

Students modify And carry out

Students and Faculty Evaluate

Problem-Based Learning

Students:Additional Information needs?

Learning that simulates what will be encountered in the workforce….

Faculty provideTheory/Practice

Faculty evaluatethe plan

Learning Processes….

Course 1

Course 2

Course 3

Course 4

Integrated Activity

Example: September December

Integrating Learning

School Requirements

Faculty are required to:• Develop learning outcomes• Assess based on outcomes• Use many means of assessment• Use criteria where necessary• Assess based on employer needs• Provide feedback in a timely

manner• Be unbiased• Be assessed by students on

performance

ResourcesFenwick, T., Parsons, J. (2000). The art of evaluation: A

handbook for educators and trainers. Edmonton, AB: Thompson Educational Publishing.

Hubball, H.. (2000). A learner-centered approach to curriculum re-design: Implications for learning communities, planning, evaluation and programming in higher education. Vancouver, BC: UBC Press.

MacKeracher, D. (2004). Making sense of adult learning (2nd. ed.). Toronto, ON: University of Toronto Press.