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Assessments Formative and Summative. June 13, 2013 Carol Kerry Patrice Kris. Objectives. Students will: Define formative and summative assessment List types of formative and Design a formative assessment for their class - PowerPoint PPT Presentation
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Assessments Formative and Summative
June 13, 2013CarolKerry
PatriceKris
Students will: Define formative and summative assessment List types of formative and Design a formative assessment for their class Design a summative assessment (or a question or
two) for their class
Think Pair Share – share one assessment strategy you use with a partner
Objectives
http://www.cidde.pitt.edu/ta-handbook/teaching-and-learning-principles/alignment-model
aligning with learning objective
learning objectives
?
formative assessme
nt?
teaching strategies
?
Summative
assessment
formative • Adjective – of and relating
to a person’s development• of and relating to a person’s
development• Synonyms
– Developmental– Growing– Malleable– Impressible– Determining– influential– developmental– growing– malleable– Impressionable– determining– influential– shaping
What might you want to assess?
“Questions about your students How many students are learning well and how many are not? Which students are learning well and which are not? What do successful learners do that other learners don’t do What do less successful students do that might account for their failures?
Questions about course content How much of the course content are students learning? Which elements of the course content are students learning? How well are students learning the various elements of the course content? How well are students integrating the various elements of the course
content? Questions about teaching
How does my teaching affect student learning positively and negatively? What specifically could I change about my teaching to improve learning
inside the classroom? What, specifically could I change about my teaching to improve learning
outside the classroom?”
From Classroom Assessment TechniquesAngelo and Cross
Course related Knowledge and Skills Prior knowledge, recall and Understanding Skills in Analysis and Critical Thinking Skills in synthesis and critical thinking Skills in problem solving Skills in application and performance
Learner Attitudes, Values and Self-Awareness Students’ awareness of their attitudes and Values Student’s Self-Awareness as Learners Course related Learning and Study Skills, Strategies and Behaviors
Learner Reaction to Instruction Learner Reactions to Teachers and Teaching Learner Reactions to Class Activities, Assignments and Materials
Areas for AssessmentFrom Classroom Assessment Techniques
List common assessment methods One minute paper Muddiest point Clicker questions Empty Outlines One sentence summary Productive Study-Time Logs Misconception/Presumption Check
How do you assess?
Problem based learning Objectives
Identify the pros and cons of random vs directed sampling
Apply the appropriate sampling method to an authentic problem
PBL assignment – white powder - Las Vegas or Daschle’s office
Multiple choice quiz – formative – points for completion
Example from Biodefense Lab Methods
In one sentence summarize what you have learned
Try this
Plan Start small (and easy) with your CAT
Implement Responding (students need feedback – does not need to be individual)
“Five Suggestions for a successful start If a CAT does not appeal to your intuition and professional judgment as a
teacher, don’t use it Don’t make CAT into a self-inflicted chore or burden Don’t ask your students to use any CAT you haven’t previously tried on yourself Allow for more time than you think Make sure to “close the loop””
How do you do this?
Design a formative assessment for one of your objectives
You try one
“Summative assessment is cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program”.
http://activelearning.uta.edu/facstaff/formsum.htm
Summative Assessment
Please list Exams Portfolios Grant proposals Poster presentation Capstone project
Types of Summative Assessments
Objective
ObjectivesDiscuss methods for
controlling drug resistance (unit)Create several
projects that address the threats of
emergence (course)
Learning ActivityThreaded Discussion Question
What do you think can be done to
mitigate the increase in drug resistance
organisms?
Summative Assessment
The CDC has several educational
programs to address antimicrobial
resistance. In 2 paragraphs , design your own education
program
Example from Kris’ EID course
Castle Model for online course
Instructor directed activities
Narrated power point
Student-led threaded discussion
Short videos,Podcasts, multimedia Student
mp3/4 files, reading
Student directed activities
Summative assessment – take home exam
exam question types• Objective• Multiple Choice• True / False• Matching
• Constructed• Short Answer• Completion• Essay• Problem Solving
• Advantages, Disadvantages and Construction (handout)
taxonomies and question types
Bloom’s Learning Level Sample MC Stem Question
Remember What is a typical growth rate of the azalea?
Understanding What is distinctive about the azalea compared to other spring-flowering shrubs?
Application & Analysis(critical thinking)
What happens if an azalea receives a plant food high in alkaline and low in acid?
Analysis & Evaluation(critical thinking)
Given highly acidic soil and an annual rainfall of 40 inches, what is the most effective plant food for an azalea?
Analysis & Evaluation(Problem Solving)
Your azalea is planted in full shade under the eaves of your house. Leaves are yellowing, and the plant has shown little growth in two years. What is the best treatment of this problem?
exam writing guidelines/tips• examine early and often (low high stakes)
• compose exam questions immediately after you cover material in class to ensure appropriate “coverage”
• use learning objectives to guide the writing of exam questions
• start the test with some warm-up questions• ask a colleague (ta) to evaluate the exam for clarity,
content and alignment with your learning objectives• proofread! • give detailed instructions and allow students
sufficient time to complete each question (instructor time x 4)
• use a variety of question types
exam writing guidelines/tips• examine early and often (low high stakes)
• compose exam questions immediately after you cover material in class to ensure appropriate “coverage”
• use learning objectives to guide the writing of exam questions
• start the test with some warm-up questions• ask a colleague (ta) to evaluate the exam for clarity,
content and alignment with your learning objectives• proofread! • give detailed instructions and allow students
sufficient time to complete each question (instructor time x 4)
• use a variety of question types
your turnPick one of your learning objectives
Categorize it in a learning taxonomy framework (e.g. Bloom it, Fink it)
Identify (or write) an exam question to assess that learning objective
Rewrite your question in at least two other formats
Rubrics!!!!!
How do you grade an essay, a project, a grant proposal?
Last activity – write down the “muddiest point” of this presentation
Summative “evaluations used to assign grades”
Formative “evaluations used to inform teaching and improve learning rather than assign grades”
Summary