Weekly Workshop: Assessment
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Spring 2013 Teaching and Learning Workshops: Assessment May 14, 2013 Peter Newbury ctd.ucsd.edu CC-BY-NC
![We know How People Learn
Assessment2
…and what that 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.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Weekly Workshop: Assessment
- 1. CTD WEEKLY WORKSHOPS: ASSESSMENT Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: http://tinyurl.com/AssessmentSp2013 May 14, 2013 11:00 – 11:50 am Center Hall, Room 316
- 2. We know How People Learn Assessment2 …and what that 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.
- 3. Scholarly approach to teaching: Assessment3 Carl Wieman Science Education Initiative What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes (goals, objectives)
- 4. Learning outcomes, recall,… Assessment4 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) clarify to the students and to the instructors the what it means to “understand” the concept [Intro Astronomy] deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.
- 5. Scholarly approach to teaching: Assessment5 Carl Wieman Science Education Initiative What should students learn? What are students learning? What instructional approaches help students learn? assessment
- 6. Vocabulary check: assessment Assessment6 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 assessmentsummative assessment
- 7. Feedback and Practice that Enhance Learning [2] Assessment7 Solution: Goal-directed practice coupled with targeted feedback are critical to learning. Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
- 8. Feedback and Practice that Enhance Learning [2] Assessment8 Solution: 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]
- 9. Feedback and Practice that Enhance Learning [2] Assessment9 Solution: Goal-directed practice coupled with targeted feedback are critical to learning. practice is goal-directed productive practice timely feedback feedback at appropriate level
- 10. Aside: exploring these characteristics Assessment10 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])
- 11. Scenarios Assessment11 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 Find the person with the same colored sheet as you. Fill out the sheet together.
- 12. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobby________________education__________________
- 13. Productive Practice Unproductive Practicesport/hobby________________education__________________
- 14. Practice Goal-directed Practice not Goal-directedsport/hobby________________education__________________
- 15. Timely Feedback Untimely Feedbacksport/hobby________________education__________________
- 16. Assessment 16
- 17. What kind of assessment introduces and supports goal-directed, productive practice while giving timely feedback at an appropriate level? Assessment17
- 18. CTD Weekly Workshops: Assessment tinyurl.com/AssessmentSp2013 Robert Talbert tinyurl.com/RobertTalbertRubric Poster and Presentation Grading Rubric
- 19. Rubrics… Assessment19 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.
- 20. Rubrics… Assessment20 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
- 21. Take Away: Assessment21 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?
- 22. References Assessment22 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. 3. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43.