on target by hans_s on flickr CC-BY-ND

What do you notice?

What do you wonder?

Assessment

1

CTD WEEKLY WORKSHOPS:

ASSESSMENT

Peter Newbury

Center for Teaching Development,

University of California, San Diego

pnewbury@ucsd.edu @polarisdotca

ctd.ucsd.edu #ctducsd

resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/

Wednesday, February 5, 2014

12:00 – 12:50 pm Roosevelt College Room

Scholarly approach to teaching:

Assessment 3

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

learning

outcomes

Learning outcomes…

Assessment 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…”

begins with an action verb, typically chosen by the

cognitive Bloom’s Level of the outcome (remember,

comprehend, apply, analyze, evaluate, create)

[Intro Astronomy] deduce from patterns in the properties of

the planets, moons, asteroids and other bodies that the Solar

System had single formation event.

Scholarly approach to teaching:

Assessment 5

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

learning

outcomes

how people learn,

alt to lecture

We know How People Learn

Assessment 6

…and what it means for teaching [1]:

1. Teachers must draw out and work with the pre-

existing understanding that their students bring with

them. Classrooms must be learner centered.

2. Teachers must teach some subject matter in depth,

providing many examples in which the same concept

is at work and providing a firm foundation of

factual knowledge.

3. The teaching of metacognitive (“thinking about

thinking”) skills should be integrated into the

curriculum in a variety of subject areas.

Scholarly approach to teaching:

Assessment 7

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

learning

outcomes assessment

how people learn,

alt to lecture

Vocabulary check: assessment

Assessment 8

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.

(How Learning Works, p. 139)

formative assessment summative assessment

Feedback and Practice that Enhance Learning [2]

Assessment 9

Goal-directed practice coupled with

targeted feedback are critical to learning.

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

Feedback and Practice that Enhance Learning [2]

Assessment 10

Goal-directed practice coupled with

targeted feedback are critical to learning.

[G]oals 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]

[T]argeted 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]

Feedback and Practice that Enhance Learning [2]

Assessment 11

Goal-directed practice coupled with

targeted feedback are critical to learning.

practice is goal-directed

productive practice

timely feedback

feedback at appropriate level

Aside: exploring these characteristics

Assessment 12

analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1])

contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])

Scenarios

Assessment 13

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 2-3 others with

the same colored sheet as you. Together, think

of examples/scenarios of both cases, in

sports/hobbies and in teaching and learning.

Feedback at Appropriate Level Feedback not at Appropriate Level sp

ort

/hobby

tea

chin

g a

nd

lea

rnin

g

Assessment

14

Productive Practice Unproductive Practice sp

ort

/hobby

tea

chin

g a

nd

lea

rnin

g

Assessment

15

Practice Goal-directed Practice not Goal-directed sp

ort

/hobby

tea

chin

g a

nd

lea

rnin

g

Assessment

16

Timely Feedback Untimely Feedback sp

ort

/hobby

tea

chin

g a

nd

lea

rnin

g

Assessment

17

What kind of assessment gives

timely feedback at an

appropriate level to support

goal-directed and

productive practice?

Assessment 18

Assessment

19

Assessment Robert Talbert

tinyurl.com/RobertTalbertRubric

Poster and Presentation Grading Rubric

20

Rubrics…

Assessment 21

goal-directed

[G]oals 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

[T]argeted 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.

Rubrics…

Assessment 22

need to be given BEFORE and BUILT INTO assignment

outline what it takes to improve: path to improvement

offer an appropriate level of challenge (defined by

the learning outcomes)

support growth mindsets (see Dweck [3])

give students opportunities to practice being

metacognitive

Take Away:

Assessment 23

Plan your course

by synchronizing and

aligning your learning

outcomes, activities and

assessments.

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

CTD WEEKLY WORKSHOPS:

ASSESSMENT

Peter Newbury

Center for Teaching Development,

University of California, San Diego

pnewbury@ucsd.edu @polarisdotca

ctd.ucsd.edu #ctducsd

resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/

Wednesday, February 5, 2014

12:00 – 12:50 pm Roosevelt College Room

Feb 12 Peer Instruction I: Writing Good Peer Instruction (“Clicker”) Questions

Feb 19 Peer Instruction II: Best Practices for Running Peer Instruction with Clickers

References

Assessment 25

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.