1 Selecting Appropriate Assessment Methods Presented at the Teaching & Learning Innovations 17 th...

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1 Selecting Appropriate Assessment Methods Presented at the Teaching & Learning Innovations 17 th Annual Conference At the University of Guelph May 12, 2004 Peggy Maki, Ph.D. [email protected] aterial from Maki’s forthcoming book (May, 2004): Assessing for Learnin uilding a Sustainable Commitment Across the Institution . Stylus and AAHE

Transcript of 1 Selecting Appropriate Assessment Methods Presented at the Teaching & Learning Innovations 17 th...

Page 1: 1 Selecting Appropriate Assessment Methods Presented at the Teaching & Learning Innovations 17 th Annual Conference At the University of Guelph May 12,

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Selecting Appropriate Assessment Methods

Presented at the Teaching & Learning Innovations 17th Annual Conference

At the University of GuelphMay 12, 2004

Peggy Maki, [email protected]

Material from Maki’s forthcoming book (May, 2004): Assessing for Learning: Building a Sustainable Commitment Across the Institution. Stylus and AAHE

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Alignment

Methods that align with pedagogy, content, curricular and instructional design, educational tools, educational experiences

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Assumptions UnderlyingTeaching

Actual Practices

Assumptions UnderlyingAssessment Tasks

Actual Tasks

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Inventories

Position us to reflect on our expectations in terms of pedagogy

Position us to think about the relationship between how and what students learn and how we choose to assess that learning

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Methods:

Emerge from multiple and varied opportunities to learn

Emerge from assessment practices such as self-reflection, peer to peer feedback, instructor feedback

Align with students’ learning histories and our values

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Methods

Reveal different dimensions of learning:• Recall and recognition

• Higher order thinking abilities

• Students’ abilities to construct meaning

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Standardized Instruments Psychometric approach—values

quantitative methods of interpretation

History of validity and reliability

Quick and easy adoption and efficient scoring

One possible source of evidence of learning

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Do Not Provide: Typically, evidence about strategies,

processes, ways of knowing, understanding, and behaving that students draw upon to represent learning

Evidence of complex and diverse ways in which humans construct and generate meaning

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Highly useful results that relate to pedagogy, curricular design, sets of educational practices

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Locally-Designed Methods

Align with outcome statements

Relate to assessment methods students have experienced

Invite collaboration in design (faculty, students, TAs, tutors)

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Do Not Provide

Usually, easy scoring unless closed-ended questions are used.

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Authentic, Performance-based Methods

Focus on integrated learning

Directly align with students’ learning experiences

Provide opportunity for students to generate responses as opposed to selecting responses

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Provide opportunity for students to reflect on their performance

Provide opportunity for quantitative and qualitative assessment

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Some Methods That Provide Direct Evidence

Student work samples

Collections of student work (e.g. Portfolios)

Capstone projects

Course-embedded assessment

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Performance on a case study/problem

Performance on problem and analysis (Student explains how he or she solved a problem)

Performances, productions, creations

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Externally or externally juried review of student projects

Progression from writing to speaking to visual presentation

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Mapping, charting, graphing (mind mapping or conceptual mapping)

Observations of student behavior

Disciplinary or professional practices

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Internships and Service Projects

Oral Examinations

Self-reflective journals or writing

Learning logs

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Team-based or Collaborative projects

Performance on national licensure examinations

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Locally developed tests

Standardized tests

Pre-and post-tests

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Development of Criteria (Scoring Rubrics)

Criteria descriptors (ways of thinking, knowing or behaving represented in work):

• Creativity

• Self-reflection

• Originality

• Integration

• Analysis

• Disciplinary logic

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Criteria descriptors (identify traits of the performance, work, text)

• Coherence

• Accuracy or precision

• Clarity

• Structure

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Performance descriptors (how well students execute each criterion or trait along a continuum of score levels):

Exemplary—Commendable-- Satisfactory Unsatisfactory

Excellent—Good—Needs Improvement—Unacceptable

Expert—Practitioner—Apprentice--Novice

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Development of Scoring Rubrics

Emerging work in professional and disciplinary organizations

Research on learning (from novice to expert)

Student work

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Interviews with students

Experience observing students’ development

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Scoring Sheet (rubric)

1 2 3 4 5

Criterion 1

Criterion 2

Criterion 3

Criterion 4


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