CTD Spring 2015 Weekly Workshop: Assessment that supports learning

on target by hans_s on flickr CC-BY-ND Assessment that supports learning 1

What do you notice?

What do you wonder?

Peter Newbury, Ph.D.

Center for Teaching Development,

University of California, San Diego

[email protected]

@polarisdotca #ctducsd ctd.ucsd.edu

CTD Weekly Workshops:

Assessment that Supports Learning

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resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2015/

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Scholarly approach to teaching:

Learning Outcomes 3

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn? learning

outcomes

(goals, objectives)

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Learning outcomes…

Assessment that supports learning 4

clarify to the students and to the instructors the

what it means to “understand” each concept

are statements that complete the sentence, “By this end

of this lesson/unit/course, you will be able to…”

Determine the qualitative behavior of an

autonomous system by means of an analysis of

behavior near critical points. Sketch typical

solutions by hand. (MATH 20D)

begins with an action verb, typically chosen by the

cognitive Bloom’s Level of the outcome (remember,

comprehend, apply, analyze, evaluate, create)

Scholarly approach to teaching:

Learning Outcomes 5

Carl Wieman


cwsei.ubc.ca

What should

students

learn? learning

outcomes

(goals, objectives)

assessment

active learning,

peer instruction

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Vocabulary check: assessment

summative assessment formative assessment


is that which gives a final

judgment of evaluation of

proficiency, such as grades or scores.

(How Learning Works, p. 139)

explicitly communicates to students

about some specific aspects of their

performance relative to specific

target criteria, and … provides

information that helps students

progress toward meeting those

criteria…[It] informs students’

subsequent learning.


Summative assessments are

aligned with learning outcomes


Determine the qualitative behavior of an

autonomous system by means of an analysis of

behavior near critical points. Sketch typical

solutions by hand. (MATH 20D)

Exam question: Determine the qualitative behavior of this

system and sketch typical solutions.

dx/dt = x

dy/dt = y

Vocabulary check: assessment

summative assessment formative assessment


is that which gives a final

judgment of evaluation of

proficiency, such as grades or scores.


explicitly communicates to students

about some specific aspects of their

performance relative to specific

target criteria, and … provides

information that helps students

progress toward meeting those

criteria…[It] informs students’

subsequent learning.


Feedback and Practice that Enhance

Learning (How Learning Works)

9

When Practice Does Not Make Perfect… Students’ writing in public policy course

Assessment that supports learning

The instructors don’t recognize their own expertize, fail

to give useful practice and feedback.

expert blindness

curse of knowledge

They Just Do Not Listen! Students’ presentations in medical anthropology course



10

Goal-directed practice coupled with targeted feedback are

critical to learning. [3]


Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC



11



Goals can direct the nature of focused practice, provide the basis

for evaluating observed performance, and shape the targeted

feedback that guides students’ future efforts. [p. 127]

Targeted feedback gives students prioritized information about

how their performance does or does not meet the criteria so they

can understand how to improve their future performance. [p. 141]




12



practice is goal-directed

productive practice

timely feedback

feedback at appropriate level


Scenarios


feedback at

appropriate level

feedback not at

appropriate level

productive practice unproductive practice

practice is goal-directed practice not goal-directed

timely feedback untimely feedback

In a moment but not yet, find 2 or 3 others with

the same colored sheet as you. Together, think of

examples/scenarios of both contrasting cases, in

sports/hobbies and in teaching and learning.

Feedback at Appropriate Level Feedback not at Appropriate Level sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Productive Practice Unproductive Practice sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Practice Goal-directed Practice not Goal-directed sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Timely Feedback Untimely Feedback sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng



What kind of assessment gives

timely feedback at an

appropriate level to support

goal-directed and

productive practice?


Wait, what is this called again?

A) a rubric

B) a grading scheme

C) a marking scheme

D) I have another name for it

20

In your opinion, this grading scheme is

A) a summative assessment

B) a formative assessment

C) neither

D) both



Assessment that supports learning Robert Talbert

tinyurl.com/RobertTalbertRubric 22

components

of project

summative

assessment

descriptions so students

know where they are

(helps with grading, too)

and how to get better

Rubric = path to improvement

23

goal-directed

Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.

targeted feedback

Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.

Students need to be aware of the rubric (and using it) throughout the assignment/project (that is, not just a grading scheme at the end.)


Recall “How People Learn”


Key Finding A “metacognitive” approach to instruction can help

students learn to take control of their own learning by defining

learning goals and monitoring their progress in achieving them.

Implications for teaching The teaching of metacognitive

skills should be integrated into the curriculum in a variety of

subject areas.

Classroom Environments Formative assessments —

ongoing assessments designed to make students’ thinking visible to

both teachers and students — are essential.

Big picture for course design


Carl Wieman


cwsei.ubc.ca

What should

students

learn?

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Design each activity,

each class, and your

entire course by

establishing and aligning

the learning outcomes,

assessments (both formative

and summative) and

instructional activities.

References

Assessment 26

1. National Research Council (2000). How People Learn: Brain, Mind,

Experience, and School: Expanded Edition. J.D. Bransford, A.L

Brown & R.R. Cocking (Eds.), Washington, DC: The National

Academies Press.

2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., &

Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-

Bass.