Upload
alan-schroeder
View
35
Download
0
Tags:
Embed Size (px)
DESCRIPTION
The Role of Assessment in Promoting Learning. New Faculty Institute September 2010. William S. Moore, Ph.D. Policy Associate, Assessment, Teaching & Learning WA State Board for Community & Technical Colleges [email protected] 360-704-4346. - PowerPoint PPT Presentation
Citation preview
The Role of Assessment in Promoting Learning
William S. Moore, Ph.D.Policy Associate, Assessment, Teaching &
LearningWA State Board for Community & Technical
Colleges [email protected] 360-704-4346
New Faculty InstituteSeptember 2010
Basically, you learn two kinds of things in college:
•Things you will need to know in later life (2 hours)…
•Things you will NOT need to know in later life (1198 hours). These are the things you learn in classes whose names end in ‘-ology’, ‘-osophy’, ‘-istry’, ‘-ics’, and so on. The idea is, you memorize these things, then write them down in little exam books, then forget them. If you fail to forget them you become a professor and have to stay in college the rest of your life.
Is This What We Have in Mind???
Dave Barry, 1981
…Being able to repeat facts and plug numbers into formulae to get the right answers is handy, even essential. But it is not what education is fundamentally about…
Learning should be about changing the ways in which learners understand, or experience, or conceptualize the world around them…
Or Is This More Like It…???
Paul Ramsden
“What is Assessment?”
“the zipper between
teaching and learning”
(Pat Cross)
Assessment:
Assessment and Learning
•Assessment OF Learning
•Assessment FOR Learning
Prove
Improve
Sometimes I lie awake at night, and I ask, “is life a multiple choice test or is it a true or false test?”
Then a voice comes to me out of the dark, and says, “ we hate to tell you this, but life is a thousand word essay”
Adapted from Peanuts, by Charles Schulz
Essay tests Performance tasks (e.g., cases,
problems, projects, field work, etc.)
Multiple-choice testsPeer- and self-evaluationsPortfolio collections of workResearch papers
“Assessment of Learning” Strategies
Authentic Performance Test?Instructions: Read each question
carefully. Answer all questions. Time limit: 4 hours. Begin immediately.
MUSIC Write a piano concerto. Orchestrate and perform it with flute and drum. You will find a piano under your seat. BIOLOGY Create life. Estimate the differences in subsequent human culture if this form of life had developed 500 million years earlier, with special attention to its probable effect on the English parliamentary system. Prove your thesis. SOCIOLOGY Estimate the sociological problems that might accompany the end of the world. Construct an experiment to test your theory.
I don’t remember the teacher
covering any of this!!
“Assessment for Learning” Strategies
Eliciting evidence of learning
Classroom assessment techniques (CATs); ConcepTests; clicker technology
Feedback Comments rather than grades; “¾ unit” test
Sharing LearningExpectations
Rubrics (include annotated student work to unpack definitions); Student-created tests
Self Assessment “Red disk, green disk”
Peer Assessment Peer review of “pre-flight checklists” for assignments
Dylan Wiliam, Institute of Education, University of London
Strategies Techniques
Looking at Assignments
•What do you notice about the assignments you reviewed?
•What are the strengths of these assignments as “assessments” of student learning?
•What are the limitations of these assignments as “assessments”—what would you add/revise?
Good assessment tasks are
interchangeable with good
instructional tasks.
Teachers do not create learning, learners create
learning; teachers create the conditions in which students
learn.Dylan Wiliam
Closing Reflections
Our aim should be to change our cultural practices so that students and teachers look to
assessment as a source of insight and help instead of an
occasion for meting out rewards and punishments.
Lorrie Shepard“The Role of Assessment in a Learning Culture”, 2000
Closing Reflections
Designing Course-Embedded Assessment Tasks (aka
“Assignments”)
Karen Sheingold, Joan Heller, & Susan Paulukonis, “Actively Seeking Evidence…,” ETS, 1994
What understandings & abilities do I want to assess?
What performances or work will allow students to demonstrate these
understandings & abilities?
What evidence in the performance or work tells me to what extent the students have
these understandings & abilities?
What activities do students have to do to learn how to generate these performances?
Postscript