Lamar State, 2011, slide1

Improve Your

Assessment ‘ROI’ Pt. 1

~ pairing action-oriented

feedbackwith

guided follow-up ~ Sue

Hellman

Lamar State, 2011, slide1

Workshop Resources• http://goo.gl

/W6ZZ1c Contact Information• sue.hellman@unb.ca• 506-447-3091

Please do not use the images or content in this presentation without contacting the original authors and artists. Many of the images are from Flickr Creative Commons with licenses that do not require permission for derivative or non-commercial use, but not all. I have received or am in the process of obtaining permission to use the rest myself, but this does not confer the right for others to copy or reuse the material in another context. Where permission has been refused for use in the posted version, I have blacked out the image but left the URL of the original source so you can view it there.If you would like me do this workshop for your organization, please get in touch. I love to travel and work with other educators.

zoutedrop/2317065892

Abouthow many hoursdo you spend in atypical7-day week…

zoutedrop/2317065892

(1)grading papers and marking exams?

zoutedrop/2317065892

(2)giving other forms ofwritten &oral feedbackto students?

As reported by UNBF facultyteachingat least oneundergrad course

In about how many courses

have your instructors provided ….?

2012 NSSE survey of UNBF students

1st yr. 4th yr.

• feedback on a draft of work in progress

[aka: formative]

none 19% 10%some 47% 46%most or all 33% 43%

• prompt feedback on tests or assignments

none 4% 2%some 41% 33%most or all 54% 59%

• detailed feedback on tests or assignments

none 11% 5%some 54% 51%most or all 35% 44%

But …

howsatisfied are you withtheresults?

eovemar/6129132639

Gibbs & Simpson, 2004-5, 11

Assessment appears to be• “enormously

expensive” (in terms of time invested).

jp58ws/8059642825

mistergriffiths/5731013000

Assessment appears to be• “enormously

expensive” (in terms of time invested).

• “disliked by both students and teachers.”

syymza/8756674365

Assessment appears to be• “enormously

expensive” (in terms of time invested).

• “disliked by both students and teachers.”

• “largely ineffective in supporting learning.”

krunkwerke/5404109993

7815007@N07/8069587779

“Assessment has long been recognized as

the single most influential factor in shaping what & how students

in higher education choose to learn. ”dvids/4951493340 Fostaty Young, 2005, 1

“Assessment ‘swamps’ the effects of any other aspect of

the curriculum” -- no matter

how “innovative

or engaging”.cod_gabriel/4794154362

Fostaty Young, 1-2

“Whether or not they [higher

education teachers]

give helpful

feedback makes more difference

than anything else

they do."32482342@N05/483713579Gibbs & Simpson, 10

chazalex goo.gl/5xoRsm

The problem may lie in the discrepancy between the way instructors & students

conceptualize what “helpful” means.Gibbs & Simpson, 10

Goal #1 – Make your feedback more ‘helpful’.You will be able to explain to a colleague:

☐ what makes rubrics less or more helpful to learners.☐ why feedback alone is not enough to change behaviour.

☐ the difference between ‘evaluation’ and ‘assessment’.

Goal #2 – Ensure it is acted upon.You will:

☐ collaborate to build a rubric which will provide action-oriented feedback for an authentic task (using Google Docs if possible). ☐ experience the benefits of the ‘practice in your presence’ strategy.☐ share ways you could use ‘practice in your presence’ in your setting.

opensourceway/5265955107.2

“using information to improve learning”

Schreyer Institute for Teaching Excellence, Penn State

(L) nayrb7/2939796221(R) domesticnoise/8228667128

Analogy

Dr. Oz

Judge Judy

nayrb7/2939796221

Dr. Oz

From Duke University

From Duke University

"Piled Higher and Deeper" by Jorge Cham

Lamar State College, 2011, slide 14.

Network Specialist Program Learning Outcomes Rubric

“We always have criteria in mind when we evaluate something. …

It’s just that these criteria aren’t always explicit, sometimes even to ourselves.”

Wolf & Stevens, 2007, 4 langwitches/3826436778

Gibbs & Simpson, 11horiavarlan/427391396659939034@N02/5476290868

“Our feedback is often … generated from a more sophisticated level” than that of the learner so “may be of little help because the student doesn’t know the secrets.”

“Many academic tasks make little sense to students.”

59939034@N02/5476290868Gibbs & Simpson, 22-23 Beclear’s Blog (2010) @goo.gl/ZhB9ll

dmitry-baranovskiy/3908396264

adapted from giuliasphotography/6429506429

What the teacher says

What the student understands

Level of Competence

Level of Challenge

ALL LEARNING:~CONTENT,CONCEPTS, & SKILLS~

Adapted from a graph on the Victoria Dept. of Education and Early Childhood Development website http://goo.gl/IQynRU

Level of Competence

Level of Challenge

What a learner arrives able to do independently

Level of Competence

Level of Challenge

brungrrl/3342482581/

Level of Competence

Level of Challenge

What you want the learner toleave able to do independently

Level of Competence

Level of Challenge

mdpettitt/6808983221

Level of Competence

Level of Challenge

ZONE OF P

ROXIMAL

DEVEL

OPMENT

Level of Competence

Level of Challenge

Level of Competence

Level of Challenge

sahdblunders/8644936719

KNOWS & CAN DO

NEEDS to fulfill learning outcomes

Level of Competence

Level of Challenge

}

johnmaddin/6991670642

SCAFF

OLDIN

G

KNOWS & CAN DO

NEEDS to fulfill learning outcomes

Level of Competence

Level of Challenge

}

SCAFF

OLDIN

G