BACKGROUND READING Activities - University of Alberta · PDF filegoals, that memorisation,...

Planning Formative Assessment Workshop 2012

Page | 1 J.A.Nychka

BACKGROUND READING

Activities

Learner Outcomes

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Activity 3: Sharpening up learning outcome statements (1)

Teaching goal(s) to be addressed:

_____________________________________________________________________________________

Draft Learning Outcome:

_____________________________________________________________________________________

Who? ___________________________________

Does what? ___________________________________________________

To/for whom? ___________________________________

By when? ______________________________________

Where? _______________________________________

How? ________________________________________

How well? ____________________________________

Why? _______________________________________

Final intended learning outcome: _________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Adapted from Angelo: http://www.ctl.ualberta.ca/documents/WorkshopIII.pdf


Page | 6 J.A.Nychka

Activity 3: Sharpening up learning outcome statements (2)

Teaching goal(s) to be addressed:

_____________________________________________________________________________________

Draft Learning Outcome:

_____________________________________________________________________________________

Who? ___________________________________

Does what? ___________________________________________________

To/for whom? ___________________________________

By when? ______________________________________

Where? _______________________________________

How? ________________________________________

How well? ____________________________________

Why? _______________________________________

Final intended learning outcome: _________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Adapted from Angelo: http://www.ctl.ualberta.ca/documents/WorkshopIII.pdf


Page | 7 J.A.Nychka

Example Test Blueprint to match outcomes with cognitive level (outcome-cognition matrix)

Goals/Outcomes Knowledge/Comprehension Application/Analysis Evaluating/Creating Total % Develop a personal understanding of science, scientific literacy, and a philosophy of effective science teaching and learning.

Describe the history of science education and shifts in thinking about the purpose(s) of science education

10%

State a philosophy of science teaching.

15%

25%

Develop an understanding of the Alberta Program of Studies for Science.

Name and briefly summarize the four foundations

10%

10%

Develop skills in planning and implementing effective science lessons

Analyze components of a sample lesson plan

20%

Critique sample lesson plan Create a lesson plan

30%

50%

Become aware of the literature and research that informs current trends in science education.

Justify strategies used with support from the literature

15%

15%

Total % 20 20 60 100

Adapted from: “Test Blueprint” http://www.ctl.ualberta.ca/Teaching_Services/TES_Docs/TES_Resources.html


Page | 8 J.A.Nychka

Activity 4: Feedback

In pairs, share 1 learning outcome, and provide feedback to your partner.

Suggested questions to consider:

Is the outcome learner‐centered?

Is the outcome constructively aligned with the intended teaching goals and the concepts?

Is a single level of cognition addressed?

Can the students identify with the language, and be able to list what is expected of them?

Can the outcome be measured? By you? By the students?

Will achievement of the outcome result in a gain in knowledge, skill, or attitude?

You may want to use the ILO grid on the next page (and the guide to feedback on the page after) to help you categorize what students should learn, and what they should do with their knowledge.

Feedback given to you about outcome 1 or 2 (circle) from Activity 2:

Modified learner outcome based on the feedback you received:

AAngelo: http://www.ctl.ualberta.ca/documents/ILOGrid.pdf

Planniing Formattive Assesssment Worrkshop 20012

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It is critical that we assess students on what we tell them they should be able to demonstrate.

Clear intended learning outcomes are thus paramount, and such outcomes take time to develop.

With clear intended outcomes students are better able to self‐assess their learning.

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Fourteen rules for better assessment in higher education (Source: Ramsden, P. (2003). Learning to teach in higher education (2nd edition), (pp. 204 ‐ 205). London: Routledge Falmer.)

1. Link assessment to learning: focus first on learning, second on encouraging effort, and third on grading; assess during the experience of learning as well as at the end of it; set tasks that mimic realistic problems whenever possible; reward integration and application.

2. Never assess without giving comments to students about how they might improve. 3. Learn from your students' mistakes. Use assessment to discover their misunderstandings, then

modify teaching to address them. 4. Deploy a variety of assessment methods. 5. Try to get students participating in the assessment process, through:

o discussions of appropriate methods and how the methods relate to the course goals; o joint staff/student design of assessment questions and negotiation of criteria for success

and failure; o self and peer assessment activities; o offering students responsible choice among assessment methods.

6. Give lucid and frequent messages, both in the assessment questions you set and in your course goals, that memorisation, reproduction and imitation will be penalised and that success in your courses will only be achieved through decisive demonstrations of understanding.

7. Think about the relation between reporting and feedback. Justify on educational grounds either the separation or the combination of the diagnostic and summative functions of a particular test, rather than blindly applying an algorithm such as 'No assessment for feedback should count for a mark' or 'Every assessment should count or students won't bother with it'.

8. Use multiple choice and other objective tests cautiously, preferably in combination with other methods. When numbers of students and time permit alternative techniques (see 6 above), use these.

9. In subjects involving quantitative manipulations, always include questions requiring explanation in prose (such as 'What does it mean in this case to say that the standard deviation is 1.8?') as well as numerical examples.

10. Focus on validity (is what you are measuring important?) before reliability (is your test consistent?). Try to avoid the temptation to test trifling aspects because they are easier to measure than important ones.

11. Do everything in your power to lessen the anxiety raised by assessments. 12. Examinations are formidable even to the best prepared, 'for the greatest fool may ask more

than the wisest man can answer' (Colton). Never set an assignment or examination question you are not ready to answer yourself. Practise the habit of writing model answers to your questions and using them to help students appreciate what you want.

13. Reduce the between‐student competitive aspects of assessment while simultaneously providing inducements to succeed against a standard (through using assessments of group products and deriving standards from several cohorts of students, for example).

14. Be suspicious of the objectivity and accuracy of all measures of student ability and conscious that human judgement is the most important element in every indicator of achievement.

Source: http://www.deakin.edu.au/itl/pd/tl‐modules/assessment/thinking‐assessment/ramsdenquote.php

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This handout is a modified version of materials presented in a “Teaching Assessment Workshop” in August 2011 by J.A. Nychka. Content sources are listed, and refer to the reading list in the main documents for the “Planning Formative Assessment Workshop”.

BACKGROUND READING Activities - University of Alberta · PDF filegoals, that memorisation,...

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