ctd wi14 weekly workshop: assessment
DESCRIPTION
Peter Newbury Center for Teaching Development, UCSD ctd.ucsd.edu 5 February 2014TRANSCRIPT
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on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
Assessment
1
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CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/
Wednesday, February 5, 2014
12:00 – 12:50 pm Roosevelt College Room
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Scholarly approach to teaching:
Assessment 3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
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Learning outcomes…
Assessment 4
clarify to the students and to the instructors the
what it means to “understand” each concept
are statements that complete the sentence, “By this
end of this lesson/unit/course, you will be able to…”
begins with an action verb, typically chosen by the
cognitive Bloom’s Level of the outcome (remember,
comprehend, apply, analyze, evaluate, create)
[Intro Astronomy] deduce from patterns in the properties of
the planets, moons, asteroids and other bodies that the Solar
System had single formation event.
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Scholarly approach to teaching:
Assessment 5
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
how people learn,
alt to lecture
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We know How People Learn
Assessment 6
…and what it means for teaching [1]:
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.
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Scholarly approach to teaching:
Assessment 7
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes assessment
how people learn,
alt to lecture
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Vocabulary check: assessment
Assessment 8
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
formative assessment summative assessment
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Feedback and Practice that Enhance Learning [2]
Assessment 9
Goal-directed practice coupled with
targeted feedback are critical to learning.
Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC
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Feedback and Practice that Enhance Learning [2]
Assessment 10
Goal-directed practice coupled with
targeted feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide
the basis for evaluating observed performance, and shape
the targeted feedback that guides students’ future efforts.
[p. 127]
[T]argeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance. [p. 141]
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Feedback and Practice that Enhance Learning [2]
Assessment 11
Goal-directed practice coupled with
targeted feedback are critical to learning.
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
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Aside: exploring these characteristics
Assessment 12
analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1])
contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])
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Scenarios
Assessment 13
feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
In a moment but not yet, find 2-3 others with
the same colored sheet as you. Together, think
of examples/scenarios of both cases, in
sports/hobbies and in teaching and learning.
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Feedback at Appropriate Level Feedback not at Appropriate Level sp
ort
/hobby
tea
chin
g a
nd
lea
rnin
g
Assessment
14
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Productive Practice Unproductive Practice sp
ort
/hobby
tea
chin
g a
nd
lea
rnin
g
Assessment
15
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Practice Goal-directed Practice not Goal-directed sp
ort
/hobby
tea
chin
g a
nd
lea
rnin
g
Assessment
16
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Timely Feedback Untimely Feedback sp
ort
/hobby
tea
chin
g a
nd
lea
rnin
g
Assessment
17
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What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
Assessment 18
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Assessment
19
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Assessment Robert Talbert
tinyurl.com/RobertTalbertRubric
Poster and Presentation Grading Rubric
20
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Rubrics…
Assessment 21
goal-directed
[G]oals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
targeted feedback
[T]argeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
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Rubrics…
Assessment 22
need to be given BEFORE and BUILT INTO assignment
outline what it takes to improve: path to improvement
offer an appropriate level of challenge (defined by
the learning outcomes)
support growth mindsets (see Dweck [3])
give students opportunities to practice being
metacognitive
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Take Away:
Assessment 23
Plan your course
by synchronizing and
aligning your learning
outcomes, activities and
assessments.
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
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CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014/
Wednesday, February 5, 2014
12:00 – 12:50 pm Roosevelt College Room
Feb 12 Peer Instruction I: Writing Good Peer Instruction (“Clicker”) Questions
Feb 19 Peer Instruction II: Best Practices for Running Peer Instruction with Clickers
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References
Assessment 25
1. National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
Cocking (Eds.),Washington, DC: The National Academies Press.
2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K.
(2010). How Learning Works. San Fransisco: Jossey-Bass.