The Questions We Ask
Nov 07, 2014
The Questions We Ask
The Questions We Ask
The Questions Our Students Ask
What is this ?
This is part of a famous painting by Belgian Surrealist Painter Rene Margritte.
What is this ?
This is the full painting
This is what Margritte wrote about the unusual inscription within the painting.
"Just try to stuff it with tobacco! If I were to have had written on my picture 'This is a pipe' I would have been lying."
The painting is not a pipe, but rather an image of a pipe.
The painting is not a pipe, but rather an image of a pipe.
Remember reflexivity through the process
For your own development
For the students
The painting is not a pipe, but rather an image of a pipe.
Remember reflexivity through the process
For your own development
For the students
The questions you ask make the way.
reflexivity / reflection / reflective action
reflexivity refers to circular relationships between cause and effect.
Elisabeth Holmes
In the case of professional development, this means reflecting on ones experiences and directing new learning back into one's professional practice.
www.teachingexpertise.com
The question engages the imagination.
"You can tell whether a man is clever by his answers.
You can tell whether a man is wise by his questions."
Naguib Mahfouz, winner of the Nobel Prize in Literature
A Question We Ask
A Question We Ask
How can we enable our students to learn ?
Focus is the Learner Knowledge cannot be forced on the learner Knowledge is created through the active
participation of the learner
What do we do? We need to align all parts of the system to what we
want the students to do in order to achieve the desired learning outcomes.
What do we do ? We need to align all parts of the system to what we
want the students to do in order to achieve the desired learning outcomes.
Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where
We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes.
Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where
THE STUDENT CAN CONSTRUCT HIS OWN LEARNING
Constructive Alignment – John Biggs 1999 We need to align all parts of the system to what we
want the students to do in order to achieve the desired learning outcomes.
Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where
THE STUDENT CAN CONSTRUCT HIS OWN LEARNING
The Next Question
The Next Question
What is a Learning Outcome ?
Learning Outcome Clear statement of what the learner is
expected to achieve and how he is expected to demonstrate it
Learning Outcome
What did you do to obtain your degree ?
Vs
What can you do now that you have obtained your degree ?
Purser, Council of Europe 2003
Learning Outcomes
Programme Learning Outcomes
Level Learning Outcomes
Learning Outcomes
Programme Learning Outcomes
Level Learning Outcomes
Learning Outcomes
Programme Learning Outcomes
Level Learning Outcomes
Module Learning
Outcomes
Benjiman Bloom
Hierarchy of Learning
Benjiman Bloom
Knowledge
The ability to remember of recall facts with/out understanding
Benjiman Bloom
Comprehension
Knowledge
The ability to understand & interpret learned information
Benjiman Bloom
Application
Comprehension
Knowledge
The ability to put ideas and concepts to work at solving problems
Benjiman Bloom
Analysis
Application
Comprehension
Knowledge
The ability to look for interrelationships and ideas
Benjiman Bloom
Synthesis
Analysis
Application
Comprehension
Knowledge
The ability to put parts together to make an original whole
Benjiman Bloom
EvaluationSynthesis
Analysis
Application
Comprehension
Knowledge
The ability to judge the value of material for a given purpose.
Learning Verbs used
Knowledge Define, state, recall, list , outline
Learning Verbs used
Comprehension Explain, identify, discuss, interpret
Knowledge Define, state, recall, list , outline
Learning Verbs used
Application Demonstrate, apply, operate
Comprehension Explain, identify, discuss, interpret
Knowledge Define, state, recall, list , outline
Learning Verbs used
Analysis Distinguish, differentiate, investigate,
Application Demonstrate, apply, operate
Comprehension Explain, identify, discuss, interpret
Knowledge Define, state, recall, list , outline
Learning Verbs used
Synthesis Design, organise, create, comstruct
Analysis Distinguish, differentiate, investigate,
Application Demonstrate, apply, operate
Comprehension Explain, identify, discuss, interpret
Knowledge Define, state, recall, list , outline
Learning Verbs used
Evaluation Judge, evaluate, criticise, assess
Synthesis Design, organise, create, comstruct
Analysis Distinguish, differentiate, investigate,
Application Demonstrate, apply, operate
Comprehension Explain, identify, discuss, interpret
Knowledge Define, state, recall, list , outline
This is the base of curriculum teaching assessment
This is the base of curriculum teaching assessment
And therefore learning
The students also need to understand Program outcomes Level outcomes Module outcomes
Help your students by asking questions Questioning should be used purposefully to achieve
well defined goals. A teacher should as questions which will require the students to use the thinking skills that he is trying to develop
Help your students by asking questions Ask questions that match the level of learning the
students are in
Ask questions in class that match the level of assessment you have planned to give
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for an ideal business in Bangladesh.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for an ideal business in Bangladesh.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for an ideal business in Bangladesh.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for an ideal business in Bangladesh.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for an ideal business in Bangladesh.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to enhance ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The LC QuestionEvaluation Evaluate how the modes of payment existent in
the market match up with the criteria for a successful business in Ludhiana.
Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow
Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use
Application How do payment terms affect business
Comprehension What do the terms on an LC imply? Explain
Knowledge What is an LC?
The Next Question
Why Do We Assess ?
What Questions Do We Ask ?
Why do we assess ? To meet institutional requirements To facilitate learning
Monitor progress Identify strengths & weakness Motivate students to learn Provide feedback to students to improve learning
To create meaningful learning experiences
Why do we assess ?
Assessm
ent of learningTo grade / rank
Why do we assess ?
Ass
essm
ent f
or le
arni
ng Assessm
ent of learningTo grade / rankTo facilitate
Why do we assess ?
Ass
essm
ent f
or le
arni
ng
Assessment as learning
Assessm
ent of learningTo grade / rank
To create learning experiences
To facilitate
What questions do we ask ? Life is not a standardized test
The square root of 9 is 3 A. true B. false C. who cares!!
www.glasbergen.com
Selecting the appropriate assessment method Objective test Written exam Open book – take home test Case study Project Presentation Journal / reflective writing Group project Dissertation Viva Portfolio Self assessment / peer assessment
Importance of assessment to student learning Assessment is at the heart of the student
experience
Assessment defines what a student regards as important, how they spend their time, and how they come to see themselves as students and then as graduates.
The backwash effect Students learn what they think they will be
tested on. Students understandings take the form they think will be suffice to meet the assessment requirements
The backwash effect Students learn what they think they will be
tested on. Students understandings take the form they think will be suffice to meet the assessment requirements
`I don’t understand what the teacher is talking about`
`Don’t worry! She said that it will not appear in the final exam`!!!
Calvin & Hobbes
The backwash effect
Assessment Method
How students prepare for assessment
What students actually learn
Perceived assessment requirement by students
The backwash effect
Assessment Method
How students prepare for assessment
What students actually learn
Perceived assessment requirement by students
The backwash effect
Assessment Method
How students prepare for assessment
What students actually learn
Perceived assessment requirement by students
The backwash effect
Assessment Method
How students prepare for assessment
What students actually learn
Perceived assessment requirement by students
How assessments affects learning Different assessment methods generally
promote different learning
Assessment in merchandising
A three hour closed book exam at the end of the semester with 30 Multiple Choice questions
A project on designing an effective solution to a complex fabric & trim sourcing problem
Perceived assessment requirement
How students may prepare for the assessment – when, what and how
What students will actually learn
Assessment in merchandising
A three hour closed book exam at the end of the semester with 30 Multiple Choice questions
Perceived assessment requirement
?How students may prepare for the assessment – when, what and how
?
What students will actually learn ?
Assessment in merchandising
A three hour closed book exam at the end of the semester with 30 MC questions
A project on designing an effective solution to a complex fabric & trim sourcing problem
Perceived assessment requirement
?How students may prepare for the assessment – when, what and how
?
What students will actually learn ?
Assessment in merchandising
A three hour closed book exam at the end of the semester with 30 MC questions
A project on designing an effective solution to a complex fabric & trim sourcing problem
Perceived assessment requirement
? ?How students may prepare for the assessment – when, what and how
? ?
What students will actually learn ? ?
Choice of assessment method Basic considerations
Alignment with intended learning outcomes Merits and limitations of different assessment
methods Impact on student learnng
Concept of alignmentLO – At the end of this module, the student
should be able to swim in any style
Concept of alignmentLO – At the end of this module, the student
should be able to swim in any style
Questions to ask ?
What is the best way to teach students to swim?
Concept of alignmentLO – At the end of this module, the student
should be able to swim in any style
Questions to ask ?
What is the best way to teach students to swim?
What is the best test to find out if the student has really learned to swim?
Aligning assessment with intended learning outcomes What are the student learning outcomes we
want our students to learn
Choose assessment methods that require students to demonstrate their achievement of outcomes
Design learning experiences that facilitate students to acquire the learning outcomes
Reflect Evaluate Predict Argue Apply Relate Explain Describe Compute Identify Recall
Reflect Evaluate Predict Argue Apply Relate Explain Describe Compute Identify Recall
Reflective writing
Workplace assessment
Complex projects
Portfolios
Problem or case based
assessment
Extended essay
Objective test
Each assessment method has its relative merits and limitations – none is perfect
Assessment methods are neither good nor bad – but more or less appropriate for a particular learning outcome.
How can you use assessment to improve student learning ? Help students understand assessment expectation Prevent unintentional plagiarism Provide help and support when needed Provide formative feedback
The Last Question
What is SIFT’s driving force ?
What is SIFT led by ? Students
Teachers Curriculum
Keep asking questions
Keep asking questions
It’s the only way to get answers….
Help students understand expectation Assessment brief Requirements Criteria Debriefing on the assessment briefing
Chance for the students to ask questions Show them exemplars of student work
Prevent unintentional plagiarism Make students aware of
What is plagiarism and how to avoid it What is permissible and what not Referencing style Resources and support available
Provide help and support when needed Explain when and how they can get help from
Reference list Consultation hours E discussion forum / facebook / orcut Milestones & deadlines Check list for self assessment
Provide formative feedback “Formative feedback is more strongly and
consistently related to achievement than any other teaching behavior….
When formative feedback and corrective procedures are used, most students can attain the same levelof achievement as the top 20% of students.”
Bellon, Bellon, and Blank