Assessments
Angela Durant-TysonDeAnn GatlinRana McVay
Assessment vs. Objectives
Standards for Course Objectives
Course Objectives Write measurable course and module learning objectives that – are written from the student perspective– describe precisely what the student will gain
from instruction – guide the instructor to accurately assess
student accomplishment.– are consistent
An Effective Learning Objective
Formative/Summative Assessments
Formative• Interactive, to “form” learning• Provides feedback• Begins immediately and continues throughout learning• Can be formal or informal
Summative• At the end of a learning episode• Teachers use data to modify and improve instruction• Gives students a clear picture of what they have learned
Assessment Tools
Formative• Journals• Plans• Checklists• Homework• Questions and
Checks for Understanding
• Peer Review and Feedback
Summative• Test• Performance• Product• Project• Simulation
Assessment and Measurement
• The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
• The course grading policy is stated clearly.
• Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.
• The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.
• Students have multiple opportunities to measure their own learning progress.
Learning Activities
• The learning activities promote the achievement of the stated learning objectives.
• Learning activities provide opportunities for interaction that support active learning.
• The instructor’s plan for classroom response time and feedback on assignments is clearly stated.
• The requirements for student interaction are clearly articulated.
Rubrics
What is a rubric? Why are rubrics important?• An instructional rubric
describes varying levels of quality for a specific performance
• Communicates expectations of quality
• Gives students specific feedback
• Includes the detail needed for complex work or performance
• Provides justification for final score
• Reflect the most significant elements related to success in a learning task.
• Enable students and teachers to accurately and consistently identify the level of competency or stage of development.
• Help teachers grade students' work more accurately and fairly.
• Encourage students' self-evaluation and higher expectations.
• Are shared with students prior to beginning the task so they know the characteristics of quality work.
What Characteristics are Reflected in a Good Rubric?
Sample Scoring Rubric for Open Response Items
Level Description
4 Student gives correct answers for all parts of the question. All explanations are clear and complete. There is evidence of clear understanding of the concept.
3 Student gives correct answers for all parts of the question. Explanations are correct, but possibly unclear. There is less evidence of clear understanding.
2 Student answers only some parts of the question completely correct. There is some evidence of understanding.
1 Student gives only parts of correct answers. There is little evidence of understanding.
0 Response is totally incorrect or irrelevant (does not add any new information to the question).
Tools and Media
• The tools and media support the course learning objectives.
• Course tools and media support student engagement and guide the student to become an active learner.
• Students can readily access the technologies required in the course.
• The course technologies are current.
Summary
Q & A Session
Any Questions?