connecting assessment with learning assessment tier i professional development

Connecting Assessment with Learning

Assessment Tier I Professional Development

Assessment Tier Professional Development

• Tier I – (required) Purposes and functions of assessment and evaluation tools (you are here).

• Tier II- (required) Development and use of assessments and evaluation tools, including using Rigor and Relevance.

• Tier III – (optional) Professional development for future Assessment Tier Champions.

A.I.M.

Assessment Tier I Objectives

Explore the functions of assessment. Examine the purpose and value of rubrics. Explore the Rigor and Relevance Framework. Differentiate between formative and summative

assessment. Differentiate between traditional and authentic

assessment. Explore various formative assessment strategies. Recognize the relationship among SLOs, EOs, POs

and ISLOs.

Assessment?

What is assessment?

Traditional and Authentic Assessment

Traditional Assessment

• Selecting a Response• Contrived• Recall/Recognition• Teacher-structured• Indirect Evidence• Curriculum drives the

assessment

Authentic Assessment

• Performing a Task• Real-life• Construction/Application• Student-structured• Direct Evidence• Assessment drives the

curriculum

• What are formative and summative assessments?

• When do I use formative and summative assessments?

• Why do I use formative and summative assessments?

Understanding Formative and Summative Assessments

Formative Assessment is…

…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

Summative Assessment is…

…the process of gathering quantitative performance data to evaluate progress on student learning outcomes, benchmarks, and class or programmatic efficacy.

Points of Distinction

Formative Assessment

• Can be incorporated daily, weekly, or periodically.

• Can be formal or informal assessments.

• May or may not be graded.

• Used primarily to guide learners to help them develop.

Summative Assessment

• Are typically conducted periodically (mid-term, final, annual).

• Typically formal assessment (test, or large project/paper).

• Typically graded or quantified.

• Used to provide a quantitative measure of performance.

Activity

• Direct Observation and Feedback

• Projects• Collaborative Group

Projects• Simulations/Role Plays

• Weekly Quizzes and Small Assessments

• Tests and Exams• Case studies• Questioning• Essays/Papers

Mark each assessment as Formative (F) or Summative (S)

Examples of Assessment Types

Formative• Direct Observation and

Feedback• Questioning• Collaborative Group

Projects• Weekly Quizzes and

Small Assessments

Summative• Tests and Exams• Projects• Case studies• Simulations/Role Plays• Essays/Papers

Why Do I Use Formative Assessments?

• To provide feedback that moves learning forward for the student and the instructor.

• To engineer effective classroom discussions, questions, and learning tasks that elicit evidence of learning.

Why Do I Use Summative Assessments?

• To collect quantitative performance data of student learning.

• To assess the effectiveness of the course’s delivery and instruction.

• To quantitatively assess the achievement of student learning outcomes for a class.

Activity

• In pairs, locate the “Types of Assessment Matrix” in your folder. Choose two assessment types that you are not currently using, but that you may be able to apply in one of your courses. Discuss how it could be used and why you chose it.– Use the “Assessment Types Activity” sheet located in

your handouts to compete this activity.

To confirm the relationship among:• Mission, Institutional Student Learning

Outcomes (ISLOs), Program Outcomes (POs), and course Student Learning Outcomes (SLOs) and Enabling Objectives (EOs)

• Program and classroom assessment• Academic rigor and Bloom’s Taxonomy• Course assessments

…in the Baker College classroom.

Assessment and Learning

Layers of Assessment


Baker College Mission

Accreditation

ISLOs

POs

SLOs/EOs


Formative Assessment

Classroom and Program Assessment

Classroom Assessment

• Focuses on outcomes from a single course of instruction.

• Can be assessed daily, weekly, midterm, final, etc.

• Focuses on and aligned to SLOs and EOs defined by a section of content and the syllabus.

• Focus on providing student feedback for improvement of the learner.

Program Assessment

• Focuses on learner outcomes for degree completion (capstone outcomes).

• Typically assessed annually or every few years.

• Focuses on exit competencies and ISLOs and POs.

• Focus on gathering data for institutional and programmatic improvements.

Rigor and Relevance

Bloom’s and Assessment Types

Quadrant A• Constructed

Response• Multiple choice

Questions

Quadrant B• Cases• Papers• Scenarios• Demonstration

Quadrant C• Research• Problem-based

learning• Case studies

Quadrant D• Role Plays• Simulations• Problem-based

learning• Portfolio

Remembering

Comprehending

Analyzing

Evaluating

Creating

Applying

Developing a Good Assessment

• Determine the appropriate level of SLOs and EOs (Rigor and Relevance).

• Determine an appropriate method (Rigor and Relevance).– Demonstration, essay, oral, multiple choice, project…

• Determine your criteria for success.

Group Activity

Using the SLOs/EOs provided (EN201), you will need to do the following:

– Choose 1 SLO and 1 EO. – Use the Rigor and Relevance Framework to determine the

level of Bloom’s on the Knowledge Taxonomy (Y) axis and level on the Application Model (X) axis.

– Determine the quadrant for your SLO and EO.– Now that you know your quadrant, use the Recommendations

for Assessments, Instructional Strategies, and Assignments handout to determine the appropriate assessment method to assess your chosen SLO and EO.

What are rubrics?

What are the purposes of rubrics?

When are rubrics used?

Rubrics

A Rubric is…

…a scoring tool or guide, that lists the components to be assessed, and specific criteria

to assess a piece of work.

I use Rubrics…

• To help my students better understand expectations.

• To provide consistent grades from student to student and eliminate potential bias.

• To help students clarify relevant content and the importance of content.

• To provide specific feedback on student performance.

• To help improve my own instruction.

Holistic Rubrics

Holistic Rubrics provide a single score based on an overall impression of a student’s

performance on a task.

Holistic Rubrics

• When to use holistic rubrics:– There is no single correct answer/response to

a task (creative work).– There is focus on overall quality,

proficiency, or understanding of a specific content or skills.

– You want a quick snapshot of achievement.

– A single dimension is adequateto define quality.

Analytic Rubrics

Analytic Rubrics provide specific feedback along several dimensions.

Analytic Rubrics

• When to use analytic rubrics:– Several faculty are collectively assessing student work. Descriptions

promote consistent scoring.– Profiles of specific strengths/weaknesses are desired.– You want detailed feedback.– You want to assess complicated skills or performance.– You want students to self-assess their understanding or

performance. Excellent/Exceeds Expectations

Good/Meets Most Expectations

Incomplete/Meets Partial Expectations

Comments

Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Topic 1: Includes (a) title identifying the topic, (b) a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example.

Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and examples.

Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples, but needs additional detail or support to be comprehensive.

Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs significant detail to be complete.

Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Topic 2: Includes (a) title identifying the topic, (b)a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example.




Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Topic 3: Includes (a) title identifying the topic, (b)a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example.




Checklists

Checklists contain a list of behaviors or specific steps.

Checklists

• When to use checklists:– Checklists are a simple list of assessment criteria or

components that must be present in student work.– All that is needed is a place to mark whether or not the

student has accomplished the task or not, there is no judgment on the quality of the work.

Evaluation Redo Acceptable 1. Student is able to state purpose of a basic hand wash 2. Student is able to state circumstances when a hand wash is necessary 3. Inspects hands and wrists for cuts, abrasions, etc. 4. Turns on water and sets water temperature 5. Wets hands and wrists 6. Applies soap 7. Lather 8. Uses nail cleaner/brush (if necessary) 9. Interlaces fingers 10. Hand wash is of appropriate duration (sing Happy Birthday) 11. All surfaces are cleaned 12. Rinse, fingers are pointed downward 13. Dries hands and wrists 14. Turns off water with “dry” paper toweling, if applicable 15. Discards towels 16. Student is able to explain rationale for keeping fingertips pointed downward 17. Student is able to explain rationale for using “dry” paper toweling when turning off a faucet

Rubric Activity

Gas Metal Arc WeldingGMAW flat aluminumGMAW flat steelGMAW horizontal aluminumGMAW horizontal steelGMAW overheadGMAW vertical DownGMAW vertical Up

Complete the following welds:

Rubric Activity

Diet Analysis Project

• Part 1. Recordkeeping. Record your food, drink and exercise data for a 3-day period of time. This will be completed before the unit begins. Use any journaling method you desire to accurately record your diet. Enter your intakes into the MyDietAnalysis software program.

• Part 2. Data Analysis. This will occur throughout the unit as we examine your intakes of calories, carbohydrates, lipids, proteins, vitamins, and minerals as part of each lesson. Examine your diet in terms of: Quantity-- Intakes vs. Requirements and Expenditures – deficiencies and excesses (Adequacy & Moderation).Food Groups -- Connecting specific foods and the nutrients they deliver (Balance & Variety)

• Part 3. Summary & Action Plan. The final writing or summary will be a synthesis of the analysis. Structure your summary as an Introduction, Overall Diet Pattern, and Healthfulness of Your Diet.

Rubric Activity

Oral Presentation

Complete an oral presentation on the Apollo 13 project. The presentation must include the following:• Explain the role each member played. • Explain any challenges the group had working together.• Explain the component and computer diagram and how group members worked

together to construct both.• Presentation must be 5-10 minutes, including questions and answers. • Must include one visual aid (your project and/or PowerPoint and Word diagrams

may count as the visual).• Ask for questions from the audience and group members answer. • Each group member must speak and present on a portion of the presentation.• Group members are required to dress business professional.

Rubric Activity

Breaking News Exercise

Standards: • Apply basic skills and techniques of interviewing • Write clearly and correctly in the forms and styles of news • Create unbiased pieces of work • Contributes fairly to group tasks • Exhibits professional workplace standards

Task: • In groups, create an authentic breaking news scenario. Discuss the roles each team

member will play, outline the details and determine the facts you plan to present. • One person will be expected to be the photographer and will have to shoot the news

conference. • Each team will hold a mock news conference and members are expected to play the role

their team assigns them. • Members of the other team will be the “reporters” and will be required to ask all the

pertinent questions of the appropriate people.

Rubric Activity

Basketball Dribbling Skills Test

Where Have We Been…

– Authentic and Traditional Assessments– Formative and Summative Assessment

• When and why do I use it?

– Program and Classroom Assessment– Rigor and Relevance and Assessment Types– Rubrics

• Why rubrics?• Types of rubrics

What’s Next?

• In Tier II:– Apply Rigor and Relevance to create assessments.– Develop Rubrics.

• For help, contact:– Direct Supervisor– Campus Assessment Champion– Contact your System Director – Director of Instructional Design

Implementation

Use the Implementation Form to try a new Formative Assessment in your own course!

What Now?

What is one thing that you are going to take away and implement from this professional development session?

connecting assessment with learning assessment tier i professional development

Documents

functions of assessment

learning assessment

summative assessments

formative assessments

assessment tier i objectives

formal assessment test

summative s slide

curriculum slide