Post on 03-Jul-2015
description
on target by hans_s on flickr CC-BY-ND Assessment that supports learning 1
What do you notice?
What do you wonder?
Assessment that
Supports Learning
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Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca #ctducsd
ctd.ucsd.edu
Scripps Institute of Oceanography November 21, 2014
Scholarly approach to teaching:
Assessment that supports learning 3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn? learning
outcomes assessment
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn? how people learn,
alternatives to lecture
Vocabulary Check: Mindsets [1]
Entity, Helpless,
Performance-oriented,
Fixed
Mastery-oriented,
Incremental, Malleable,
Growth
Assessment that supports learning
The helpless [children]
believe that intelligence is a
fixed trait: you have only a
certain amount, and that’s
that.
The mastery-oriented
children think intelligence
is malleable and can be
developed through
education and hard work.
4
Diagnosing Fixed/ Growth Mindset
Assessment that supports learning 5
Each card has contrasting fixed and growth behaviors. With
your neighbors:
1. sort the cards to show the fixed mindset
behaviors
2. one by one, flip all the cards over to see the
contrasting growth mindset behaviors
fixed
growth
Assessment that supports learning 6
Graphic by Nigel Holmes [2]
Assessment that supports learning 7
Graphic by Nigel Holmes [2]
Assessment that supports learning 8
Graphic by Nigel Holmes [2]
Assessment that supports learning 9
Graphic by Nigel Holmes [2]
Assessment that supports learning 10
Graphic by Nigel Holmes [2]
Assessment that supports learning 11
Graphic by Nigel Holmes [2]
Assessment that supports learning 12
Mindset for your students
Assessment that supports learning 13
You
must foster
a growth mindset
in your students.
Vocabulary check: assessment
summative assessment formative assessment
Assessment that supports learning 14
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)
Feedback and Practice that
Enhance Learning
15
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
Assessment that supports learning
Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC
Feedback and Practice that
Enhance Learning
16
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
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]
Assessment that supports learning
Characteristics of effective
feedback and practice
Assessment that supports learning 17
practice is goal-directed
productive practice
feedback at
appropriate level
timely feedback
practice not goal-directed
unproductive practice
feedback not at
appropriate level
untimely feedback
Find 2 or 3 others with the same colored sheet as you.
Together, think of examples of both cases, in
sports/hobbies and in teaching and learning.
Practice Goal-directed Practice not Goal-directed sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
Assessment that supports learning 18
Productive Practice Unproductive Practice sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
Assessment that supports learning 19
Feedback at Appropriate Level Feedback not at Appropriate Level sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
Assessment that supports learning 20
Timely Feedback Untimely Feedback sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
Assessment that supports learning 21
Assessment that supports learning 22
What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
Assessment that supports learning 23
Assessment that supports learning Robert Talbert
tinyurl.com/RobertTalbertRubric 24
components
of project
Assessment that supports learning Robert Talbert
tinyurl.com/RobertTalbertRubric 25
summative
assessment
Assessment that supports learning Robert Talbert
tinyurl.com/RobertTalbertRubric 26
descriptions so students
know where they are
and how to get better
Rubric = path to improvement
27
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.)
Assessment that supports learning
Big picture for course design
Assessment that supports learning 28
Carl Wieman
Science Education Initiative
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,
instructional activities, and
assessments (both formative
and summative.)
Mindset for your students
Assessment that supports learning 29
You must have a
growth mindset about your
students’ ability to learn.
You
must foster
a growth mindset
in your students.
and you
References
Assessment that supports learning 30
1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18,
6, 36-43.
2. Nigel Holmes http://nigelholmes.com/home.htm
3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman,
M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass.