Building a Framework for Assessment

Four Components of Course Design

Design of Instruction

Course Management

Knowledge of Subject Matter

Teacher-Learner

Interactions

Forward Design Process

Learning Goals/Objectives/Outcomes

Feedback & Assessmen

t

Teaching & Learning Activities

Situational Factors & Teaching Philosophy

Backward Design Process

Learning Goals/Objectives/Outcomes

Feedback & Assessmen

t

Teaching & Learning Activities

Situational Factors & Teaching Philosophy

University

Program

Course

Unit/Topic

Learning Goals - LevelsCreate enlightened citizens

Evaluate scientific resources

Distinguish science from psuedo-science

Find evidence of peer-reviewed science in newspaper articles

Phases of Integrated Course Design

Develop the grading system

Debug the possible problems

Write the course syllabus

Plan an evaluation of the course and

of your teaching

Final

Create a thematic structure for the

courseSelect or create a teaching strategy

Integrate the course structure and instructional

strategies to create an overall

scheme of learning activities

IntermediateIdentify important situational factor

Identify important learning goals

Formulate appropriate

feedback and assessment procedures

Select effective teaching and

learning activitiesMake sure the

primary components are

integrated

Initial

The Grid – Backward DesignLearning

ObjectivesTaxonomy

LevelLearning Activities

Formative Assessments

Summative Assessments

Design experiments to measure the reversal potential at a synapse.

Higher Order Blooms: analysis, synthesis & evaluationFinks: application & integration

- study guide-in-class group problems

-in-class group problems- practice exam problem

- unit exam

For example:- lecture- case study- journal- application card- concept map- in-class group problems

For example:- quizzes- minute papers- paper drafts - muddiest point- clickers Qs

For example:- exams- final project- final paper or lab report- pre-post tests- portfolio

Focus – 1 week in a course

Satu

rday

&

Sund

ay

Tues

day

Thur

sday

in-classactivities

Wed

nesd

ay

Frid

ay

Mon

day

out-of-class activities

• include OBJECTIVES• write ASSESSMENTS• connect STRATEGIES• describe IMPACT

Wikimedia Commons: Stefan (Duke) vom Unterberg Datum : August 2004 Hohensalzburg

Constructing your Castle Top

Castle Top: An Evolution• Walvoord, B. (1998): How do we make certain that our students (a) master

the content; and (b) learn how to use and value that content? • The problem: Most of us end up with little time for (b).• The solution: Find ways to move the initial learning of the content to out-of-

class activities, leaving more in-class time for learning how to use it.

OUT OF CLASS IN-CLASS

READDO

WRITTEN HOMEWOR

K

MAKE OBSERVATIONS

WORK IN STUDY

GROUPS

OTHERS

LECTURES

CLASS DISCUSSION

IN-CLASS WRITING

SMALL GROUP

ACTIVITIES

OTHERS

Satu

rday

&

Sund

ay

Tues

day

Thur

sday

in-classactivities

Wed

nesd

ay

Frid

ay

Mon

dayout-of-class

activities

Designing Instruction

Satu

rday

&

Sund

ay

Tues

day

Thur

sday

in-classactivities

Wed

nesd

ay

Frid

ay

Mon

dayout-of-class

activities

Integrating Assessment

formative assessments * * * *summative assessments * tutorial - sources

* unit exam

Your Turn

1. Construct a castle top diagram that fits your course schedule. (Use the template or create your own.

2. Choose an objective or set of objectives that you’d like to focus on during one week in the life of your course.

3. Now, brainstorm generic responses to the prompts below. (Know that your responses will become more sophisticated throughout this week.)• What would you like to have happen at points 1 (out of class)

and 2 (just before class) in order to prepare students for point 3?

• How does point 3 bring points 1 & 2 to life? (How are these aligned?)

• What happens at points 4 & 5?

Course: _________in

-cla

ss

out-o

f-cla

ss