making learning visible_mon_25_aug_1pm
TRANSCRIPT
New Faculty Orientation August 25, 2014
Making Learning Visible
Josh Caulkins & Elaine Finan Office of Student Learning, Outcomes Assessment
and Accreditation (SLOAA)
Introductions
Please share (briefly):
S Name and Department
S Who was the best teacher you had… à Why?
Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss…
S Quick Share-out
Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss…
S Quick Share-out
Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss…
S Quick Share-out
Pop Quiz!
How do you define:
S Teacher-Centered vs. Learner-Centered Instruction S Turn to your neighbor on the left and discuss…
S Quick Share-out
S Passive-Learning vs. Active-Learning S Turn to your neighbor on the right and discuss…
S Quick Share-out
Workshop Outcomes
By the end of this workshop, you will be able to: S Define and write measurable learning outcomes
S Create assessments that are aligned to learning outcomes
S Develop a rubric to measure learning outcomes
Workshop Outcomes
By the end of this workshop, you will be able to: S Define and write measurable learning outcomes
S Create assessments that are aligned to learning outcomes
S Develop a rubric to measure learning outcomes
Student Learning Outcomes 101
Bloom’s Taxonomy
S Who has heard about this before?
Student Learning Outcomes 101
Bloom’s Taxonomy – Revised (2001) (original 1956)
Student Learning Outcomes 101
Bloom’s Taxonomy
Student Learning Outcomes 101
Bloom’s Taxonomy – “Action verbs” (see handout) Creating: Bloom’s level 6 (highest cognitive skill)
Combine, create, formulate, design, compose, construct, revise, generate Evaluating: Bloom’s level 5 Criticize, compare, contrast justify, conclude, discriminate, support, assess Analyzing: Bloom’s level 4 Differentiate, diagram, estimate, infer, subdivide, discriminate, deduce Applying: Bloom’s level 3 Demonstrate, compute, solve, modify, arrange, relate, classify, predict, use Understanding: Bloom’s level 2 Classify, explain, summarize, convert, generalize, paraphrase, translate Remembering: Bloom’s level 1 (lowest cognitive skill) Identify, name, define, describe, list, match, select, outline, recognize
Incr
easi
ng C
ogni
tive
Skill
s
Student Learning Outcomes 101
Bloom’s Taxonomy: Nested Learning Outcomes S 1st Course-level outcome (example: Climate Change course)
S 1st Topic-level outcome
S Lecture-level outcome
S Activity-level outcome
S 2nd Topic-level outcome
S Lecture-level outcome
S Activity-level outcome
S 2nd Course-level outcome S Repeat
Hint: Course-level outcomes will be on your syllabus (write 3-5!)
Student Learning Outcomes 101
Activity 1: S “Bloom” the following goals (see activity handout)
S Post questions or feedback here: http://goo.gl/qQDj9T
1
2
3
4
5
6
Student Learning Outcomes 101
Activity 2:
S Write two learning outcomes for one of the courses you will be teaching this year (Fall 2014 or Spring 2015)
S Please post here: http://goo.gl/qQDj9T
S Share with your neighbor behind you and discuss.
S Addition question: Is it measurable? How do you know?
Evaluating Student Learning 101
Evaluating student learning:
S How are you evaluating your students? S Evaluation/assessment types S Multiple-choice vs. Open-ended questions
Evaluating Student Learning 101
Evaluating student learning:
S How are you evaluating your students? S Evaluation/assessment types S Multiple-choice vs. Open-ended questions
S Summative vs. formative assessment S Define: Summative – S Define: Formative –
Evaluating Student Learning 101
Activity 3:
S Write one test question (multiple-choice or open-ended) AND one project assignment based on two of the learning outcomes you wrote a few minutes ago.
S Please post here: http://goo.gl/qQDj9T
S Share with your neighbor and discuss
S Share out with group
Rubrics
What is a rubric? (Who has used a rubric before?)
Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
S Can be used for any assessment type: S Reading assignments
S Quizzes/tests
S Papers/reports/presentations
S Peer-review
Rubrics
What is a rubric?
S Concise, written criteria for an assignment/project
S Makes explicit your expectations of the students
S Can be used for any assessment type: S Reading assignments
S Quizzes/tests
S Papers/reports/presentations
S Peer-review
S Who is the audience for your rubric?
Trait Excellent Good Needs Work Claim (What is happening, is this a good or bad idea, etc…)
Clearly & accurately identifies the type of mass wasting and the local geology.
Identifies the mass wasting type, may or may not include geology, may have some errors.
Mass wasting type is wrong and/or missing. No geology and/or wrong.
Presenting the argument (factors, triggers, data, etc..)
Clearly and accurately identifies the factors and the human impact
Identifies some factors and/or human impact potential, but not both, or may be missing a critical factor.
No factors identified (or only miscellaneous factors). No mention of human impact.
Recommendations (to build or not to build, mitigation options, etc…)
Makes quality & realistic recommendations based on the identified factors
Makes some recommendations, may not be practical or helpful.
No recommendations made.
Syntax & Grammar
Smooth transitions between & within paragraphs, no grammatical errors
Most transitions are smooth, but others are a bit cumbersome or are abrupt, a few grammatical errors
Transitions are cumbersome or abrupt, many grammatical errors.
Audience (this is supposed to be a letter to a non-geologist)
Audience is clearly considered and appropriately applied
Audience is somewhat considered, but sometimes inconsistently
Audience is not considered at all.
Images Images are appropriate & well placed within the text (or the reader is guided to the image).
Images are used, but not clear or easy to follow relative to the text.
No images used to supplement arguments.
Levels of Achievement
Scoring Criteria
Rubric Example: Earth Science project
Rubric Example: Psychology Writing Assignment
Levels of Achievement Scoring Criteria
Levels of Achievement
Scoring Criteria
Rubric Example: Science Assignment
Rubric Example: URI Literacy Rubric Levels of Achievement Scoring
Criteria
Rubrics
Activity 4:
S Develop a rubric for the project assessment you created earlier (keep it simple) S Levels of Achievement
S Scoring Criteria
S Please post here: http://goo.gl/qQDj9T
Wrap-Up
We’ve covered…
S Learning Outcomes
S Assessments
S Rubrics
Any Questions?
(Please bring a laptop, tablet or iPad tomorrow if you have one!)
Wrap-Up
We’ve covered…
S Learning Outcomes
S Assessments
S Rubrics
Any Questions?
(Please bring a laptop, tablet or iPad tomorrow if you have one!)
Alignment!