MPS 3: Self-assessmentMPS 3: Self-assessment

Donald R. WoodsChemical Engineering Department

McMaster UniversityHamilton, Ontario

Canada

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MPS 3: Self-assessmentMPS 3: Self-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessmentWhy important? 1.Motivates us. 2.Develops self confidence.3.Helps us to see where we are.4.Skill needed throughout life.5.Guides us in modifying our life.6. Develops positive self image.7. Improves learning.

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MPS 3: Self-assessmentMPS 3: Self-assessment

Pretest: Use an “x” to rate yourAwareness & Skill

Time 10 s Finish by _________

Objectives... Read over...

Time _____ Finish by _________

Pretest: Use an “x” to rate yourAwareness & Skill

Time 10 s Finish by _________

Objectives... Read over...

Time _____ Finish by _________

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MPS 3: Self-assessmentMPS 3: Self-assessment

Where it fits in

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MPS 3: Self-assessmentMPS 3: Self-assessment

Misconceptions about assessment

Is not freedom to give yourself 100%is not evil; not something to be avoidedis not an assessment about personal worth

is about performance

is based on evidence

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MPS: Self-assessmentMPS: Self-assessmentWhy important for learning?Provides internal motivation for learning.

Gibbs says"Whoever owns the assessment, owns the learning.”

Novak and Schwab say “assessment is one of 5 key elements of effective

learning.”

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MPS 3: Self-assessmentMPS 3: Self-assessment

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Why important for life?

Your performance will be assessed by others; you should know what is expected in the assessment process.

You will assess the performance of others; you should know how to do it empathetically and correctly.

Self-assessment builds your self-confidence.

Self-assessment is a key part in personal goal setting.

Self-assessmentSelf-assessment

Research evidence that self-assessment is reliable and valid:

Teacher as standard: Brown and Pendlebury "Assessing Active Learning" 1992

within ± 10% underestimate -10% overestimate +10%

Self 76% 23 1Peer 80 6 14

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Self-assessmentSelf-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessment

Activity:

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MPS 3: Self-assessmentMPS 3: Self-assessment

I can do it!

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MPS 3: Self-assessmentMPS 3: Self-assessment

Done!Looks goodScore it

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MPS 3: Self-assessmentMPS 3: Self-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessment

What happened?

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MPS 3: Self-assessmentMPS 3: Self-assessmentPrinciples, Assessment is1. based on performance - not personalities.2. based on evidence - not feelings.3. done for a purpose with clearly-defined performance

conditions.4. done in the context of published goals, measurable

criteria and pertinent, agreed-upon forms of evidence.

5. based on wide variety of different evidence.

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MPS 3: Self-assessment MPS 3: Self-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessmentGeneral Guidelines1. Goals: What is being assessed? Who creates? Are the goals explicit and

published?2. Criteria: related to the goals? Can each criterion be measured? Who

creates ? Are the criteria explicit and published?3. Form of evidence: Consistent with the criteria? 4. Resources: Possible to achieve in the time and with the resources

available? 5. Assessment process: purpose? Under what conditions is the student’s

performance assessed? Who assesses? What feedback is given by the assessor? Form of feedback? Timing of feedback? Who delivers the feedback?

6. Training in the assessment process: Student and the assessor received training in assessment?

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MPS 3: Self-assessmentMPS 3: Self-assessment

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MPS 3: Self-assessmentMPS 3: Self-assessmentActivity:You want to show someone that you know how

to brush your teeth. The subgoal is “to put the toothpaste on the tooth brush.”

As individual write the goal in clear words so that there is no ambiguity in the task of “putting toothpaste on your tooth brush.”

TIME 4 min

Activity:You want to show someone that you know how

to brush your teeth. The subgoal is “to put the toothpaste on the tooth brush.”

As individual write the goal in clear words so that there is no ambiguity in the task of “putting toothpaste on your tooth brush.”

TIME 4 min

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MPS 3: Self-assessmentMPS 3: Self-assessment

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Demo

MPS 3: Self-assessmentMPS 3: Self-assessment

ObtainingNot observableYou should know

the difference between a circle & and ellipse.

At the end of this activity you will know atomic structure.

observable goals: ImprovedGiven a sketch of a variety of circles &

ellipses, you can point to the circles and be correct 90% of the time.

Given the name of an element, you will write out the state of the orbitals using spectroscopic notation...

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MPS 3: Self-assessmentMPS 3: Self-assessmentDO NOT USE

knowfeelunderstandbe aware ofplaninterpretsolvesize

DO NOT USEknowfeelunderstandbe aware ofplaninterpretsolvesize

USEdescribepoint toconstructcalculatedeterminewrite outlistshow how to

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MPS 3: Self-assessmentMPS 3: Self-assessment

Activity Obtaining well-stated Goals

As _______________________For Joe's goals, circle a response to show whether the stated goal is unambiguous and observable or not..Evidence sheet __________

TIME _____ **********************************************DISCUSSTIME _______

Activity Obtaining well-stated Goals

As _______________________For Joe's goals, circle a response to show whether the stated goal is unambiguous and observable or not..Evidence sheet __________

TIME _____ **********************************************DISCUSSTIME _______

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MPS 3: Self-assessmentMPS 3: Self-assessment

Activity:Repeat the activity for "Brush your teeth"

Evidence sheet ______ and revise as needed.

TIME ____ FINISH BY _____

Activity:Repeat the activity for "Brush your teeth"

Evidence sheet ______ and revise as needed.

TIME ____ FINISH BY _____

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MPS 3: Self-assessmentMPS 3: Self-assessmentCriteria

Def: measuring instrument used toassess merit, value, worth, acceptability, goal reached.

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MPS 3: Self-assessmentMPS 3: Self-assessmentGoalTo operate a car safely on a 4-

lane road so that can stop in time if the car ahead stopped suddenly.

Be creative

Open car door with key

CriteriaSpeed of reflexes < 3 sDistance separating cars > 15 m

Generate 50 ideas in 5 minIdeas in > 7 classes

Select correct key in 2 attemptsInsert key the full depth in 2 attemptsRotate the key so that the lock pops up

& door can be opened in 2 attempts

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MPS 3: Self-assessment

Make criterion measurable

Vague:

silentvaluablegoodworthyinexpensive

< 50 db at 3 m

< $50

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MPS 3: Self-assessmentWhich is the longest string?

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MPS 3: Self-assessmentLongest string?White string... If you can’t unravel the yellowYellow string... If you can unravel it.So What?Need to specify the “Given” conditionsGiven that you cannot unravel the strings, which

is the longest string?The Given condition is important to specify

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MPS 3: Self-assessmentMPS 3: Self-assessmentActivity:Worksheet __________ as individualdo problem __fastest writer___

TIME ____ FINISH BY _____

Discuss with neighbour

Activity:Worksheet __________ as individualdo problem __fastest writer___

TIME ____ FINISH BY _____

Discuss with neighbour

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MPS 3: Self-assessmentMPS 3: Self-assessmentActivity. Criteria, Toothpaste on the tooth brushAs _____________ for each well-stated subgoal identifya measurable criteria

Evidence sheet _______ and revise as needed.

TIME ____ FINISH BY _____

Activity. Criteria, Toothpaste on the tooth brushAs _____________ for each well-stated subgoal identifya measurable criteria

Evidence sheet _______ and revise as needed.

TIME ____ FINISH BY _____

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MPS 3: Self-assessmentMPS 3: Self-assessmentActivity:As individual, Summarize for yourself what you

have learned about writing observable goals with measurable criteria

Use reflection sheets

TIME 5 min

Activity:As individual, Summarize for yourself what you

have learned about writing observable goals with measurable criteria

Use reflection sheets

TIME 5 min

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MPS 3: Self-assessmentMPS 3: Self-assessmentEvidenceWe have Goals

- measurable criteria- sufficient resources to be able to achieve the goals in the time and with the resources available

We need to have/take opportunity to gather EVIDENCE

to support a claim that we have reached the goal!

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MPS 3: Self-assessmentMPS 3: Self-assessmentWhat constitutes evidence? Some examples include: written reflections written activities videotaped activities peer and self-completed, standardized feedback forms.

• In assessment, focus on the evidence.

Journal writing integrates the evidence and helps you to make

claims; the journal becomes the evidence.

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MPS 3: Self-assessmentEvidence, Example: written reflections

Importance of reflection: thinking about what you have experienced in the past, including knowledge, attitudes, feelings, surprises, reactions to what you did, what others did, felt and responded.

Research says.... Kimbell et al. (1991) “problem solving skill improved if written reflection was required throughout the problem solving process”

Schon (1987) “reflection is needed to educate the professional practitioner”

Harris (1993) “reflection develops our skill.”

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MPS 3: Self-assessmentMPS 3: Self-assessmentEvidence Example: brush teeth Goals... so that both performer & assessor know what is expectedCriteria ... so that both performer & assessor know what is expectedEvidence:

● written reflections.. you write after the task● written activities.. written evidence of the different efforts to improve [form 300] plus related activities for Joe’s goals; and criteria activity● videotape of you brushing teeth.. OK but assess● written peer feedback

Then, look at the evidence and see the degree to which the goals have been achieved.

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MPS 3: Self-assessmentMPS 3: Self-assessmentEvidence Example: Goals meeting activities in PBL Goals... so that both performer & assessor know what is

expected; see also MPS 36 goalsCriteria ... so that both performer & assessor know what is

expectedEvidence:● written reflections.. you write after the task● list of learning issues generated● tutor’s written response to your list● self assessment of progress toward target skills● group contract● reflective journal● agenda for the meeting

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MPS 3: Self-assessmentMPS 3: Self-assessmentExample applications of self-assessment:1. Resume writing: self-assessment your skills that you bring to a

company2. Personal growth project: set goals, criteria and forms of

evidence for an activity you always wished you could do (learn a language, ball room dancing, gourmet cooking, lose weight, play the piano)

3. Reflective journal about your skill development from the MOS workshops.

4. Applications for PBL

Example applications of self-assessment:1. Resume writing: self-assessment your skills that you bring to a

company2. Personal growth project: set goals, criteria and forms of

evidence for an activity you always wished you could do (learn a language, ball room dancing, gourmet cooking, lose weight, play the piano)

3. Reflective journal about your skill development from the MOS workshops.

4. Applications for PBL

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MPS 3: Self-assessmentMPS 3: Self-assessment

Application # 1: Resume writingAssess your skills for a resume

· be quantitative· initiative shown· commended for· communication/leadership

amount of supervision

Application # 1: Resume writingAssess your skills for a resume

· be quantitative· initiative shown· commended for· communication/leadership

amount of supervision

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MPS 3: Self-assessmentMPS 3: Self-assessmentInitial effort• I play the piano.

• Swept the floors in hospital

• lifeguard at a pool

Revised• Grade 9 RCM; lead 10

sing songs per year; perform under pressure

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MPS 3: Self-assessmentMPS 3: Self-assessment

Activity:As an individual complete one “Skills

Background” worksheet for work, spare time or school

add descriptorsTIME ___ FINISH BY _____Descriptors: Abstracting, administer, advise,

analyze, anticipate, appraise, arrange, assemble, budget, calculate, classify, etc.

Activity:As an individual complete one “Skills

Background” worksheet for work, spare time or school

add descriptorsTIME ___ FINISH BY _____Descriptors: Abstracting, administer, advise,

analyze, anticipate, appraise, arrange, assemble, budget, calculate, classify, etc.

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MPS 3: Self-assessmentMPS 3: Self-assessmentExample: Store clerk

“handled over 20 customers/day; sales about $1000/day, managed complaints, commended for my poise with difficult customers., developed accountability, good interpersonal skills”

Quantitative: 20, $1000Identified skills developed here:

accountability, interpersonal skills, poise

Activity:Rewrite the description of

activity so as to include the descriptors, extent, responsibility, initiative

As Individual TIME _______

Discuss with neighbour:

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MPS 3: Self-assessmentMPS 3: Self-assessmentEmployers are looking for your unique skills and how you know you have

these. Example skills: communication, leadership, maturity, take advantage of

life’s opportunities, have short and long term goals, have balance in lifeNaturally, we want to say “I’ve got them all!” but we need evidence.

Skills you bring: List 7 bits of evidence about where the skills were developed

For each listing of evidence:

be quantitative: how much? How many? make consistent with skills claiming

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MPS 3: Self-assessmentActivity:Discuss with neighbour the resume of Mary

JaneTIME ______________________________________________Write reflections about assessment and about

resume writing as an application of self-assessment TIME ______

Activity:Discuss with neighbour the resume of Mary

JaneTIME ______________________________________________Write reflections about assessment and about

resume writing as an application of self-assessment TIME ______

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MPS 3: Self-assessment“From my work at the hospital and the children’s camps, I can

work well with others, perform well under stress and show initiative.”

“Because I had a chance to travel widely and to live in different countries, I gained invaluable insight into people as races and as individuals. As a result I can adapt quickly to new surroundings and to people with different social values. “

Activity: Provide a resume, a covering letter for a summer job in the engineering department of Spruce Mills Pulp and Paper

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U3: Self-assessment#2 Personal Growth ProjectActivityFor a personal goal: cook, dance, manage stress, time

management, lose weight, exercise program

create observable goals, measurable criteria, and types of evidence you will gather over the next two months

TIME ___ FINISH BY ____

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U3: Self-assessment#3 Journal writing of skill Developed in MPS

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MPS 3: Self-assessment

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#3 Journal writing

U3: Self-assessment

#3 Journal writingMPS alumni response:

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MPS 3: Self-assessment#4 PBL

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MPS 3: Self-assessment#4 PBL

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MPS 3: Self-assessment#4 PBL

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MPS 3: Self-assessment#4 PBL

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MPS 3: Self-assessmentMPS 3: Self-assessment

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SummaryReturn to pretest: Use a circle to summarize your

rating of yourAwarenessSkillTime 10 s _________________________________________The Objectives are:...

SummaryReturn to pretest: Use a circle to summarize your

rating of yourAwarenessSkillTime 10 s _________________________________________The Objectives are:...

MPS 3: Self-assessmentMPS 3: Self-assessment

DISCOVERY

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Assessment & student learning

Options

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