TIME for Faculty

Dr. Jeffrey M. KentonJanuary 18, 2013

Who Am I?

• BA in Biology, University of Iowa• MS in Education (Instructional Technology), Iowa

State University• PhD in Education (Instructional Technology), Iowa

State University• Professor of Educational Technology at Towson

University• Assistant Dean of the College of Education at

Towson University

How did I get here?

• I wanted desperately to learn and understand EVERYTHING that I found interesting

• I am a very curious person• At every level, I found that the people who

were helping me learn were either– Helping Too Little– Helping Too Late

How did I get here?

• This frustration led me to try to figure out how people learn, and what kinds of information people needed to be successful in learning

• Understanding the frustration helped to motivate me as a student

• Understanding the frustration helped me to try to be more clear as an instructor

Why are YOU here today?

1. Spend too much time on grading

2. Need to design some assessments

3. Want to hear what others are doing

4. Excel at assessment5. Continental

Breakfast

Field Trip Allegory

End of Week End of Day As Desired

What’s Your GPS Strategy?

• In your group, please share:– What kind of courses do you teach?– What types of assessments do you use most

frequently and when?– What types of assessments do you administer only

occasionally and when do you use them?– What are your “once-a-course” type of

assessments?

Field Trip Conclusion

End of Week End of Day As DesiredFar off course Reach TargetDaily Fixes

The TIME Principles

• Timely

• Informative

• Meaningful

• Expedient

What do I want?

Learner Instructor

How am I doing? How can I use what I

know?

Acknowledge correct answers

Provide help for students who answered questions incorrectly

Teaching as Diagnosis

• Teacher requests some information• Learners provide their responses• Teacher uses that information to address

student concerns or to change instructional tactics

Which is the most common?

1. Weekly Quizzes2. Lecture Questions3. Research Paper4. Presentations5. Homework

Classroom Questioning

• 80% are at the Knowledge and Comprehension levels of Bloom’s Taxonomy

• Those are the lowest two cognitive levels

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Classroom Questioning

• Knowledge:– In which decade did the US Civil War take place?– What is 12 times 5?

• Comprehension:– Rephrase the paragraph in your own words– Compare the two statements on the facts

presented

What Kind of Approach would I like?

• Assessment as a Dialogue

Rephrase these Questions

• In small groups, rephrase the following questions so they are appropriate for the Application, Analysis, Synthesis or Evaluation levels of Bloom’s Taxonomy

• There are lists of “Blooms Verbs” on your tables

The Four Questions

• Which is heavier? A mole of Oxygen, or a mole of Carbon?

• Which two cities are featured in “A Tale of Two Cities”?

• From whom did President Jefferson make the Louisiana Purchase?

• What are the names of two French Impressionist painters?

These Higher Order Questions

• Lead to more student engagement with the content

• Lead to more accurate estimates of student understanding

• Can give teachers the feedback they need to make modifications to lessons

Who Else Asks Higher Order Questions?

YOU DON'T KNOW JACK®

How about for other Assessments?

• Just remember TIME for assessments and feedback–Timely

–Informative

–Meaningful

–Expedient

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Timely Assessment

• Assess when the student knows as much as possible

• Give feedback quickly, so students know where they stand, and so the student has time to remediate, when necessary

T

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Timely Example

• Example: Consider the time frame between testing and getting results from large-scale assessments (i.e. SAT)

• It is currently three months.• How long does it take to get grades back on

student projects?

T

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Informative Assessment

• Assess in ways that make students aware of their present level of understanding– Acknowledge the things that students do well, as

well as the things that students need to correct– Only acknowledging the problems makes students

not want to read your comments.• Provide sufficient detail in the feedback, so

students can identify the cause of errors

T I

Informative Example

• *

T I

Meaningful Assessment

• Our most common assessment tool is not being used in the most effective way

• Often Papers, Projects and Quizzes are too large-scale

• Feedback does not come back quickly enough• Too little or too late

T I M

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Meaningful Assessment

• Assess in ways that have relevance and contextual importance for students

• Provide feedback that is as close to real-life feedback as possible

T I M

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Meaningful Assessment

• Example: A simulation of DC electrical circuits.• Students asked to create DC circuits so that a

bulb will light• Feedback is whether the bulb lights or not.

T I M

Expedient Assessment

• Assessments do not need to be complicated• Assessments do not need to be large-scale• They just need to give students an opportunity

to display what they know• They should also be easy to grade, so students

get results quickly

T I M E

Expedient Example

• Concept Maps (#16)• Minute Papers (#6)• One Sentence Summary (#13)• Muddiest Point (#7)• Exit Ticket

T I M E

Exit Ticket

• Using a half-sheet of paper or corkboard.me,• Let me know two things– Given what you have heard so far, do you think

you can apply what you have learned in your next class?

– What aspect of the approach should I explain better?

Summary

Closing

If you judge a fish by its ability to climb a tree, it will spend its entire life believing it is stupid. – Albert Einstein

TIPS and Learning Outcomes Assessments

In Table Groups

• Using the materials you brought with you, discuss with your table mates how you might use some of these principles and approaches in your classes

Report Outs

• What ideas did you formulate for use in your classes?

• Let me know– What content area you teach– What types of classes you teach– Your ideas for assessment in those classes