Creative Assessment for Deeper Learning - City · PDF fileCreative Assessment for Deeper...
Transcript of Creative Assessment for Deeper Learning - City · PDF fileCreative Assessment for Deeper...
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Intended Learning Outcomes
By the end of this session you will be able to:
Analyse the diverse goals of assessment in Higher Education
Generate ideas for assessment tasks which meet these goals within the OBTL framework at City University
Reflect on the advantages and disadvantages of at least four assessment methods
Identify one electronic method of grading student performance against CILO’s
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What is Assessment?
Pairs/small groups to
consider what
assessment is-a
definition?
What does it involve
for the student?
What does it involve
for the assessor?
Why do we assess?
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What is assessment?
Generally, assessment is the systematic basis for making inferences about the learning and development of students.
More specifically, assessment is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development"
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Three important goals for
assessment
What do we want our students to achieve?
How do we help our students achieve them?
How do we know our students have achieved them?
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Achieving the goals within an
OBTL framework
1. What do we want our students to achieve (aims/goals & outcomes)?
2. How do we help our students achieve them (learning & teaching processes)?
3. How do we know our students have achieved them (assessment)?
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Constructive Alignment
Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from Biggs(1999) p 27
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Why do we Assess?
To provide ‘objective’ evidence of student attainment
To maintain institutional/national/international standards
To demonstrate professional competence for accreditation
To provide benchmarks of educational level
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How Do We Add Value To
Assessment?
Thinking and
cognition
Metacognition:
Thinking about
thinking
Imagination and
creativity: Student
and teacher!
What is a fair test?
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Some Basic Terminology
Formative Assessment: Pre-tests and Diagnostic tests.
Summative Assessment: Testing that follows instruction/learning and assesses achievement.
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Traditional Assessment
Traditional Assesment:
‘Objective’ Testing
Advantages and
disadvantages?
Essay Testing
Advantages and
disadvantages?
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Type Advantages Disadvantages
Short answer Can test many facts in short time.
Fairly easy to score.
Difficult to measure complex learning.
Often ambiguous.
Essay Can test complex learning,
assess thinking process/
creativity.
Difficult to score objectively. Uses a
lot of testing time. Subjective.
True/False Test most facts in shortest time.
Easy to score. Objective.
Difficult to measure complex learning.
Difficult to write reliable items.
Subject to guessing.
Matching Excellent for testing
associations and recognition of
facts. Objective.
Difficult to write effective items.
Subject to process of elimination.
Multiple
choice
Can assess learning at all levels
of complexity. Can be highly
reliable, objective. Tests large
knowledge base in short time.
Easy to score.
Difficult to write. Somewhat subject
to guessing.
Advantages and Disadvantages of
Different Traditional Test Items
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Alternatives to Traditional
Assessment
Alternatives to Traditional
Assessments:
Authentic Classroom
Assessment
Portfolios and
Exhibitions
Posters, Presentations
and Performances
Informal Assessments
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Formative and Summative
Assessment
Formative Summative
Time During a learning activity/unit At the conclusion of a learning
activity/unit
Goal To improve learning To make a decision
Feedback Return to material/ learning
issues
Final judgement
Frame of
reference
Always criterion (evaluating
all students according to the
same criteria)
Sometimes normative (comparing
each student against the others)
Sometimes criterion (evaluating
each student according to the same
criteria)
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Criterion vs. Norm Referenced
Grading
Criterion Norm
Time During a learning activity/unit
at the conclusion of a learning
activity/unit
At the conclusion of a
learning activity/unit
Goal To find out if a student has
reached a certain criteria on a
skill, ability and behaviour
To find out the characteristic of
the individual
To compare the students in
relation to their peers
To find out a student’s ability
in relation to others
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Timing Assessment
Avoiding the
Assessment Balloon!
Frequent
Assessment
Timely Assessment
Cumulative
Assessment
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Examples of Assessment for
Deeper Learning
Use a real-life case
Set-up scenes
Set up appearance in classroom ‘court’
Follow the real-life processes
Decide on what outcomes you are assessing and prepare a rubric
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Conclusions
Be aware of and respond to student differences.
Specify clear learning outcomes.
Use formative assessment to monitor progress.
Ensure students are aware of criteria for success on summative assessment.
Provide varied forms of assessment.
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A Missing Link
Define CILOs
Design Syllabus &
TLAs
Select ATs & Map to
CILOs
Conduct TLAs
Assess Students
Grade Student Perf.
wrt ATs
Grade Student Perf.
wrt CILOs
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Suppose we get to know…
Apply
SADM &
OO
Knowledge
(10)
Relate
SA to
other
areas
(10)
Gather
system
req & eval
options
(10)
Devise
effective
models
(6)
Critique
and
improve
IS
models
(9) Grade
Grade
Point
A- B+ B B- B- B 3.12
A- A- A- A- A A- 3.76
A- A- B A- A- A- 3.54
B B B+ B+ B+ B+ 3.17
A- A- A B+ A- A- 3.71
A- A- B+ A A A- 3.71
B B- B- B B B 2.87
.. … … … … … …
… … … … … … …
B+ B+ B B+ A- 3.23
CILOs
Individual student performance
Class average
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Grading Support Tool
Built using the macros facility of MS-Excel 2003
Currently being used in 4 courses in IS dept
Developed as part of a project funded by the office of VP-UE
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Key features
Supports entry of grades for assessment task components using letter grades (A+, A, A-, …) or numeric marks out of a set max (8, 9.5, 13, …)
Computes grades for assessment tasks & for the course taking component weights into consideration
Computes student performance wrt to CILOs using the CILO-AT mapping data
Generates a grade report with CILO attainment for the class
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Using this tool…
1. Enter student list (Copy and paste from
iCMS spreadsheet)
2. Specify course information including
CILOs, ATs, and CILO-AT mapping
3. [Initialize all] to generate grading sheet
4. … enter grades for ATs …
5. Generate final report