Effective Assessment for Busy Faculty Practical, Research-based Guidelines Workshop 1 of 3 for Faculty, Staff & Guests of The University of North Carolina.

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

First, please

detach page 11

(It’s the session evaluation form)

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.

A TRIGGER WARNING for PARTICIPANTS!

The following session is rated

M – for Mature Audiences only.

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)

Raise your hand, please, if you’re familiar with . . .

The ancient Greek Myth of Sisyphus

Do you ever feel like Sisyphus?

That was the nude bit.

No, there’s really no more nudity.

Sorry!

Or maybe more like . . .

Assess-yphus?

Here’s what the future looks like to Assessyphus

Re- Accreditation Re-AccreditationAccreditation

Working harder or faster won’t solve the problem.

Maybe Assessyphusneeds more leverage?

This session is

all about

LEVERAGE

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

To do assessment as if learning matters most, we must privilege the formative purposes.

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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

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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?)

Applications Card – p. 8

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

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

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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

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Applications Card – p. 8

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

Why bother assessing prior knowledge in such a complicated, time-consuming way?

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

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The Parrot Test

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

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HOT HIPs!

Higher Order Thinking can be promoted effectively through

High-Impact Practices

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

Applications Card – p. 8

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

Video clip?

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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.

Page 6

The GIFT Group Informal Feedback on Teaching

Midterm feedback on your teaching

Page 7

Assessing Teachingas if Deep Learning matters most

“The effectiveness of teaching is best evaluated by what the students do when the teacher is not present.”

Applications Card – p. 8

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

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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?

A hero for our times!

Assessyphus

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Here’s what the future could look like to Assessyphus

Accreditation Re-Accreditation Re-Accreditation

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

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Please complete theworkshop evaluation form.

Thanks for your participation,and best wishes for success

in your critical work!

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For more information

[email protected]