The Assessment Toolbox Linda Suskie Middle States Commission on Higher Education AB Tech February...
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![Page 1: The Assessment Toolbox Linda Suskie Middle States Commission on Higher Education AB Tech February 2005.](https://reader036.fdocuments.in/reader036/viewer/2022062619/55151b32550346a80c8b600e/html5/thumbnails/1.jpg)
The Assessment Toolbox
Linda SuskieMiddle States Commission on Higher
Education
AB TechFebruary 2005
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Today...
What is assessment? The assessment toolbox
Rubrics (scoring guides) Prompts (assignments) Multiple-choice tests Reflective writing
Using assessment results to improve teaching
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What is Assessment?
Deciding what we want our students to learn
Making sure they learn it!
--Jane Wolfson, Director, Environmental Science & Studies Program, Towson University
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The Teaching-Learning-Assessment Cycle
Learning Goals
Using Results
Learning Opportunities
Assessment
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1. Learning Goals
What is a good learning goal? Outcomes – what students should be able to do
AFTER they pass the course Observable – action words Clear – no fuzzy terms Skills – thinking, performance Important - meet student/employer needs
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2. Aligning Assignments with Goals
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3. The Assessment Toolbox
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Rubrics
A list of things you’re looking for when you’re grading tests, papers, or projects
Often with guidelines or standards for evaluating them
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A scale showing the degree to which the things you’re looking for are present.
Rating Scale Rubrics
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More detailed descriptions of each possible rating.
Descriptive Rubrics
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Holistic Scoring Guides
A single score that reflects an overall impression of performance
Scores are defined by descriptions or model answers
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Write a Rubric!
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Prompts: Creating Effective
Assignments
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Creating Effective Multiple Choice
Tests
Start with a test blueprint.
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Definitions
Objective test Stem Alternatives/
responses/ options
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Multiple Choice
Advantages Efficient Fast and easy
to score Options can
diagnose difficulties
Disadvantages Hard to write Often requires
reading skills Guessing Can’t measure
some thinking skills
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Use Multiple Choice Items for...
Conceptual understanding Application
Identify correct application or example Analysis
Identify correct cause, effect, or element Identify why something occurs or is best
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Interpretive Exercise
= context-dependent item= enhanced multiple choice item
One new stimulus (paragraph, chart)
that students must read or examine
to be able to answer allthe objective items that follow
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Examples of Interpretive Material
Reading passage they haven’t seen
Description of lab experiment
Material from historical period (letter, document)
Description of patient’s symptoms
Chart, diagram, drawing
Any scenario (“You are...”)
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Use Interpretive Exercises to...
Apply knowledge and understanding to new material or novel situations.
Identify correct generalization, inference, or conclusion.
Use problem-solving and analysis skills.
Prepare for standardized tests.
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Writing Good Multiple Choice
Items
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More Ways to Make Multiple Choice Tests
Effective
Open-book, open-note Throw out items that half your
students get wrong. Review only items that many
students got wrong. Ask them WHY they got them
wrong.
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Reflective Writing
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4. Using Assessment Results to Improve Teaching
Goals Curriculum Pedagogy Assessments
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Look at your learning goals.
Do you have too many goals? Do your goals need to be clarified? Are your goals inappropriate or
overly ambitious?
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Look at your curriculum.
Including placement and developmental education.
Does the curriculum adequately address each learning goal?
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Look at your teaching methods.
How do students learn best?
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Look at your assessments.
Are they poorly written and misinterpreted?
Do they match your key learning goals?
Are they too difficult for most responsible students?
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Isn’t Poor Performance the Student’s Fault?
Sometimes, but usually a minority Suskie’s “50% rule”
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Time to Reflect!