effective assessment for busy faculty practical, research-based guidelines workshop 1 of 3 for...
TRANSCRIPT
Effective Assessment for Busy Faculty
Practical, Research-based Guidelines
Workshop 1 of 3 for Faculty, Staff & Guests of
The University of North Carolina at Charlotte
9:00 to 11:00 AM – Wednesday 25 February 2015
Tom Angelo
A DISCLAIMER
The Three ‘Nots’’\
If I say anything that seems critical, remember that my comments are:
NOT about UNCC,
NOT about any institutions you attended, and
NOT about any institutions your children or other family members attend/attended.
It’s rated M – for Mature Audiences – because this session contains . . .
• Nudity
(not mine!) • Adult Themes (e.g., “HOT HIPs”) • Strong Language (e.g., The “F” word)
Why Assess Learning?
Summative purposes
• To compare learners against each other• To compare learning against criteria• To certify competency• To award qualifications• To ration resources• To provide accountability
Why Assess Learning?
Formative purposes
• To focus learners’ attention• To illuminate and undermine misconceptions• To increase motivation to learn • To provide learners with feedback• To improve performance • To promote self-assessment & monitoring • To develop independent, lifelong learning
17
Assessment & Feedback for Learning
Take a Gap-Analysis Approach
Find the Gaps
Mind the Gaps
Close the Gaps
1. Build shared TRUST 2. Build shared LANGUAGE & CONCEPTS 3. Build shared GOALS & MOTIVATION
Three Key Building Blocks for
Doing Assessment as if Deep Learning Matters Most
Page 1
Values
Which of your core educational and/or professional values motivated you to participate in this workshop?
Page 1
Goal Ranking & Matching Exercise
Your Learning Goals for this session?
_________________________________________
_________________________________________
_________________________________________
Your Learning Goals for this session?
Practical tools for assessment %
Strategies for engaging other faculty %
Strategies for engaging students %
Better ways to assess learning %
When’s the break? %
My Draft Teaching Objectivesfor this Session
By the end of this session, I will have:1. Reviewed seven (7) research-based guidelines
2. Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses
3. Shared useful resources and/or references for follow up
My Revised Intended Learning Outcomesfor this Session
By the end of this session, I participants will have:1. Reviewed seven (7) identified at least two (2) research-based
guidelines to adapt and apply to their own work
2. Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses
2. Prepared to adapt and try out at least two or three (2-3) simple assessment strategies/techniques to engage faculty and students and improve learning on their campuses
3. Shared Identified at least two (2) useful resources and/or references for follow up
24
A “Balcony” Question
If you participated actively:
What differences do you note between the “teaching objectives” and the“intended learning outcomes”?
(How consequential are those differences?)
1. Build shared trust 2. Build shared language and concepts
3. Build shared goals and motivations4. Design backward and work forward5. Think and act systematically6. Take a scholarly approach7. Don’t assume, ask
Seven Transformative Guidelines for Doing Assessment as if Deep Learning Matters Most
Page 4
27
A “Balcony” Question
If you participated actively:
Can you imagine ways in which assessing values and/or goals might help you and your colleagues better achieve them?
Page 2
Background Knowledge Probe
Please answer each question regarding the USA, the Ukraine, and Syria.
Guessing is encouraged!
OK, you can turn your gadgets on again.
Quickly Google 1 or 2 items that most intrigue or bother you.
Feeling better already?
A 2nd “Balcony” Question
If you participated actively:
Are you more interested in finding out the answers to the questions on p.2 than you were a few minutes ago?
10. Which of the questions above , if any, can be answered accurately simply by Googling?
11. Which, if any, invite or require critical thinking?
12. Which, if any, might provoke strong emotions in some students?
13. What does this exercise suggest to you re: diagnostic assessment in your context?
Additional Questions
Page 2
Page 3
Six Dimensions of Higher Learning Outcomes
% Then? % In Future?____ Factual Learning _________ Conceptual Learning _________ Procedural Learning _________ Conditional Learning _________ Reflective Learning _________ Metacognitive Learning _____
100% 100%
Page 3
Six Dimensions of Higher Learning Outcomes
Metacognitive
Reflective
Conditional
Procedural
Conceptual
Factual
Which of those six dimensions needs and deserves the most
focus if we aim to foster:
Critical thinking? Problem-solving?
Professional practice?
1. Build shared trust 2. Build shared language and concepts 3. Build shared goals and motivations4. Design backward and work forward5. Think and act systematically6. Take a scholarly approach7. Don’t assume, ask
Seven Transformative Guidelines for Doing Assessment as if Learning Matters Most
Page 4
Page 4
Seven Transformative Guidelines
Please mark each item on the list with a plus sign, minus sign, or question mark
• Use the plus ( + ) if you agree with it
• Use the minus ( – ) if you do not agree• Use the question mark (?) if you’re unsure
what it means
HIPs – High-Impact Educational Practices
• First-Year Seminars and Experiences• Common Intellectual Experiences• Learning Communities• Writing-Intensive Courses• Collaborative Assignments and Projects• Undergraduate Research• Diversity/Global Learning• Service Learning/Community-based/Internships• Capstone Courses and Projects
What makes these HIPs so HOT?
• High expectations• Explicit direct instruction• Metacognitive scaffolding• Effective feedback• Deliberate practice• Focused collaboration
45
Page 5
A Detailed Assessment/Grading Rubric
We tend to benchmark grades awarded, but rarely benchmark the criteria by which they are awarded or the weightings given to various criteria.
“The effectiveness of teaching is best evaluated by what the students do when the teacher is not present.”
50
The Parking Lot Test
Choose one of your possible applications.
Prepare to answer the three questions below about that specific application:
• What is it?• Why do you think it might be useful?• How do you think you might use it?
Why Assess Learning?
Formative purposes
• To focus learners’ attention• To illuminate and undermine misconceptions• To increase motivation to learn • To provide learners with feedback• To improve performance • To promote self-assessment & monitoring • To develop independent, lifelong learning
55
Please complete theworkshop evaluation form.
Thanks for your participation,and best wishes for success
in your critical work!