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Frameworks for Assessment of Student Learning: Questions of Concept, Practice, and Detail. Christine Siegel, Ph.D. Associate Professor of School Psychology Associate Dean, Graduate School of Education & Allied Professions Fairfield University. - PowerPoint PPT Presentation
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Frameworks for Assessment of Student Learning:
Questions of Concept, Practice, and Detail
Christine Siegel, Ph.D.Associate Professor of School Psychology
Associate Dean, Graduate School of Education & Allied ProfessionsFairfield University
Learning in Action: Innovative Pedagogy and Course Redesign XISummer Teaching Conference
June 2, 2011
How do we know what students are learning?
C. Siegel, May 2011
What is being learned? How do we know what students are learning?
C. Siegel, May 2011
What is being learned?
What is learning?
How does learning occur?
What factors influence learning?
Who are learners?
How can learning be promoted?
What do we expect students to learn?
How do we know what students are learning?
How do we know what we know?
CONCEPTUAL PRACTICAL DETAIL
C. Siegel, May 2011
What is being learned?
What is learning?
How does learning occur?
What factors influence learning?
Who are learners?
How can learning be promoted?
What do we expect students to learn?
How do we know what students are learning?
How do we know what we know?
CONCEPTUAL PRACTICAL DETAIL
C. Siegel May 2011
What is being learned?
What is learning? Who are learners?
What do we expect students to learn?
How do we know what students are learning?
How do we know what we know?
CONCEPTUAL PRACTICAL DETAIL
C. Siegel May 2011
What is learning?
C. Siegel May 2011
What is learning?
Learning involves changeLearning endures over time
Learning occurs through experience
C. Siegel May 2011
Who are learners?
C. Siegel May 2011
What do we expect students to learn?
C. Siegel May 2011
What do we expect students to learn?
Learning Outcomes
Aspirations
C. Siegel May 2011
What do we expect students to learn?
Learning Outcomes
Aspirations
Goals
C. Siegel May 2011
What do we expect students to learn?
Learning Outcomes
Aspirations
Goals
Objectives
C. Siegel May 2011
What is being learned?• Knowledge
– General– Content -specific– Procedural – Content-specific procedural
• Skills – Basic– Higher Order– Cross-disciplinary– Content-Specific
• Values– Perspectives– World views– Attitudes
C. Siegel May 2011
How do we know what students are learning?
Inferential
C. Siegel May 2011
How do we know what students learn?
• What students say
• What students do
• What students make
C. Siegel May 2011
How do we know what students are learning?
What students say(statements)
What students do(behaviors)
What students make(products)
Knowledgegeneral contentproceduralcontent-specific procedures
Skillsbasichigher-ordercross-disciplinarycontent-specific
Valuesattitudesworld viewsperspectives
C. Siegel May 2011
How do we know what students are learning?
What students say(statements)
What students do(behaviors)
What students make(products)
Knowledgegeneral contentproceduralcontent-specific procedures
• Test/ quiz performance
• Homework performance
• Performance on essays / papers
Skillsbasichigher-ordercross-disciplinarycontent-specific
Valuesattitudesworld viewsperspectives
C. Siegel May 2011
How do we know what students are learning?
What students say(statements)
What students do(behaviors)
What students make(products)
Knowledgegeneral contentproceduralcontent-specific procedures
•Survey/ questionnaire
•Interviews
•Reflective writings
•Course Evaluations
• Test/ quiz performance
• Homework performance
• Performance on essays / papers
• Portfolios
•Capstone project
• Works of art
•Research projects
•Professional work products
Skillsbasichigher-ordercross-disciplinarycontent-specific
•Survey / questionnaire
•Interviews
•Reflective writings
•Think-aloud
•Plans / proposals
•Course Evaluations
• Theatrical/ Artistic Performance
•Demonstration
•Class presentation
•Observations by others
• Portfolios
•Capstone project
•Works of art
•Research projects
•Professional work products
Valuesattitudesworld viewsperspectives
•Survey / self-report
•Interviews
•Self-report
•Reflective writings
•Course Evaluations
• Anecdotal Records
• Engaged time
• Money spent
•Portfolios
•Capstone project
•Works of art
•Research project
•Professional work products
C. Siegel May 2011
PY 538 PSYCHO-EDUCATIONAL ASSESSMENT II: COGNITION
Example 1
GSEAP
Psychological & Educational
Consultation
School Psychology
PY 538
C. Siegel May 2011
What is being learned?
What is learning?Gaining
proficiency in the use of
intelligence tests for education
decision making, through exposure
to and practice with a variety of
measures of intelligence
Who are learners?Advanced degree
candidates in school psychology
What do we expect students to learn?
ASPIRATION: Employability as a School Psychologist
GOAL: Proficiency in data-based decision making
OBJECTIVES: Acquiring knowledge, skills, and ethics associated with the professional
administration and interpretation of standardized intelligence tests
How do we know what students learn?
C. Siegel May 2011
How do I know what students are learningin PY 538?
What students say(statements)
What students do(behaviors)
What students make(products)
KnowledgeCurrent intelligence theory
Intelligence test administration
Intelligence test interpretation
Cross-battery testing
Report writing
•Survey/ questionnaire• “Pre-test” of familiarity
with individually administered standardized intelligence tests
•Course evaluations
• Test/ quiz performance• Quizzes on test
development, psychometric properties, administration, and interpretation of tests
• Tests on current intelligence theory
• Professional work products• Test protocols
• Written assessment reports
SkillsIntelligence test administration
Intelligence test interpretation
Cross-battery testing
Report writing
•Think-aloud• In class demonstrations
of test administration
• In class exercises in test score interpretations
•Course evaluations
• Demonstration • Videos of test
administration
•Observations by others• Peer observation of in-
class demonstration
• Professional work products• Test protocols
• Written assessment reports
ValuesAwareness of the limitations intelligence tests in educational decision making
Awareness of issues related to the use of intelligence test with special populations
•Survey/ questionnaire• “Pre-test” of familiarity
with individually administered standardized intelligence tests
•Course evaluations
• Anecdotal Records• Informal observation of
student comments about tests and practice subjects
• Engaged time • Informal reports of time
spent with practice subjects
•Professional work products• Consent Forms
• Test protocols
• Written assessment reports
C. Siegel May 2011
How do I know what students are learningin PY 538?
What students say(statements)
What students do(behaviors)
What students make(products)
KnowledgeCurrent intelligence theory
Intelligence test administration
Intelligence test interpretation
Cross-battery testing
Report writing
•Survey/ questionnaire• “Pre-test” of familiarity
with individually administered standardized intelligence tests
•Course evaluations
• Test/ quiz performance• Quizzes on test
development, psychometric properties, administration, and interpretation of tests
• Quizzes on cross-battery assessment
• Tests on current intelligence theory
• Professional work products
• Test protocols
• Written assessment reports
SkillsIntelligence test administration
Intelligence test interpretation
Cross-battery testing
Report writing
•Think-aloud• In class demonstrations of
test administration
• In class exercises in test score interpretations
•Course evaluations
• Demonstration • Videos of test
administration
•Observations by others• Peer observation on in-
class demonstration
• Professional work products
• Test protocols
• Written assessment reports
ValuesAwareness of the limitations intelligence tests in educational decision making
Awareness of issues related to the use of intelligence test with ethnic minority populations
•Survey/ questionnaire• “Pre-test” of familiarity
with individually administered standardized intelligence tests
•Course evaluations
• Anecdotal Records• Informal observation of
student comments about tests and practice subjects
• Engaged time • Informal reports of time
spent practicing, and administering tests
•Professional work products• Consent Forms
• Test protocols
• Written assessment reports
C. Siegel May 2011
How do we know what School Psychology candidates are learning?
What students say
(statements)
What students do
(behaviors)
What students make
(products)
Knowledge•Data-based decision making•Interpersonal communication , collaboration and consultation•Effective instruction & development of cognitive academic skills•Socialization and development of behavioral competencies•Student diversity in learning and development•School structure, organization, and climate•Prevention, wellness promotion, and crisis intervention•Home/school community collaboration•Research and program evaluation•Legal issues, ethical practice and professional development•Information technology
•Admissions Interviews
•Philosophy of School Psychology
•Course Evaluations
•Alumni Surveys
• Test/ quiz performance
• MA-level comprehensive exam
• PRAXIS II in School Psychology
•Employer Surveys
• e - portfolios
Skills•Data-based decision making•Interpersonal communication , collaboration and consultation•Effective instruction & development of cognitive academic skills•Socialization and development of behavioral competencies•Student diversity in learning and development•School structure, organization, and climate•Prevention, wellness promotion, and crisis intervention•Home/school community collaboration•Research and program evaluation•Legal issues, ethical practice and professional development•Information technology
•Plans / proposals• Treatment
Plans
• Research Proposals
• Field work Goals
• Internship Goals
•Alumni Surveys
•Class presentations
•Observations by others
• Field Work Evaluations
• Internship Evaluations
•Employer Surveys
• e -portfolios
Values•Legal issues, ethical practice and professional development
•Reflective writings across courses
•Course Evaluations
•Alumni Surveys
• Anecdotal Records
• Engaged time
• Employer Surveys
•e-portfolios
How do we know what School Psychology candidates are learning?
What students say
(statements)
What students do
(behaviors)
What students make
(products)
Knowledge•Data-based decision making•Interpersonal communication , collaboration and consultation•Effective instruction & development of cognitive academic skills•Socialization and development of behavioral competencies•Student diversity in learning and development•School structure, organization, and climate•Prevention, wellness promotion, and crisis intervention•Home/school community collaboration•Research and program evaluation•Legal issues, ethical practice and professional development•Information technology
•Admissions Interviews
•Philosophy of School Psychology
•Course Evaluations
•Alumni Surveys
• Test/ quiz performance
• MA-level comprehensive exam
• PRAXIS II in School Psychology
•Employer Surveys
• e - portfolios
Skills•Data-based decision making•Interpersonal communication , collaboration and consultation•Effective instruction & development of cognitive academic skills•Socialization and development of behavioral competencies•Student diversity in learning and development•School structure, organization, and climate•Prevention, wellness promotion, and crisis intervention•Home/school community collaboration•Research and program evaluation•Legal issues, ethical practice and professional development•Information technology
•Plans / proposals• Treatment
Plans
• Research Proposals
• Field work Goals
• Internship Goals
•Alumni Surveys
•Class presentations
•Observations by others
• Field Work Evaluations
• Internship Evaluations
•Employer Surveys
• e -portfolios
Values•Legal issues, ethical practice and professional development
•Reflective writings across courses
•Course Evaluations
•Alumni Surveys
• Anecdotal Records
• Engaged time
• Employer Surveys
•e-portfolios
PY – ED 534THEORIES OF LEARNING
Example 2
GSEAP
PEC
School Psychology
Applied
PsychologySpecial
Education
ESTP
TESOL/Bilingual
Education
PY-ED 534
Secondary Education TEFO
MFT
School-based MFT
C. Siegel May 2011
What is being learned?
What is learning?Making explicit
the implicit assumptions professionals have about
learning that guide their
practice, through the critical
examination of and reflection on
a variety of learning theoriesacross multiple fields of study
Who are learners?
Advanced degree candidates in
variety of programs across
GSEAP
What do we expect students to learn?
ASPIRATION: The GSEAP aims to prepare scholar practitioners who engage in reflective practice, promote human
development and learning, and advocate for children and families.
GOALS: Develop a personal theory of learning to guide their professional practice
PROFICIENCIES / OBJECTIVES: Acquiring foundational knowledge in education, skills
for designing effective instruction and interventions, dispositions of reflective
practice and advocacy
How do we know what students learn?
C. Siegel May 2011
How do I know what students are learning in PY-ED 534?
What students say(statements)
What students do(behaviors)
What students make(products)
Knowledge•Historical and contemporary theories of learning
•Psychological, social, and cultural influences on learning
•Survey/ questionnaire• Pre and post group
discussions around central questions
•Participation in Class Discussions• What do you know about…?• What did you think about…?
•Reflective Writings
•Course evaluations
• Participation in class discussions and group work
•Class Presentations
• Professional work products• Personal Theory of
Learning
Skills•Critical analysis
•Personal Reflection
•Communicating about learning across a range of perspectives
(Developing effective interventions and instruction)
•Reflective Writings
•Course evaluations
• Observations during group work
•Class Presentations
• Professional work products• Personal Theory of
Learning
Values•Respect for a variety of opinions regarding the process of learning
•Respect for open dialogue across opinions
•Awareness of the impact of learning theory on professional practice
•Reflective Writings
•CL group evaluation form
•Course evaluations
•Anecdotal RecordsInformal observations during group work
•CL group evaluation form
•Engaged TimeInformal observations during group work
•Professional work products• Personal Theory of
Leaning
What is being learned?
What is learning? Who are learners?
What do we expect students to learn?
How do we know what students learn?
How do we know what we know?
CONCEPTUAL PRACTICAL DETAIL
C. Siegel May 2011
How do we know what we know?
C. Siegel May 2011
How do we know what we know?
Quantitative • Reliability
– Stability– Equivalence– Internal consistency– Inter-rater
• Validity– Content – Internal – External
• Predictive • concurrent
Qualitative• Credibility
• Transferability
• Dependability
• Confirmability
C. Siegel May 2011
Special Thanks
C. Siegel May 2011
