CTD Fa14 Weekly Workshop: Assessment that supports learning

on target by hans_s on flickr CC-BY-ND Assessment that supports learning 1

What do you notice?

What do you wonder?

CTD Weekly Workshops:

Assessment that Supports Learning

Unless otherwise noted, content is

licensed under a Creative Commons Attribution-

Non Commercial 3.0 License.

Peter Newbury, Ph.D.

Center for Teaching Development,

University of California, San Diego

[email protected]

@polarisdotca

ctd.ucsd.edu

resources: ctd.ucsd.edu/programs/weekly-workshops-fall-2014/

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November 5, 2014

Scholarly approach to teaching:

Assessment that supports learning 3

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn? learning

outcomes

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Learning outcomes…


clarify to the students and to the instructors the

what it means to “understand” each concept

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)



Carl Wieman


cwsei.ubc.ca

What should

students

learn? learning

outcomes

how people learn,

alternatives to lecture

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

We know How People Learn


…and what it 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, providing a foundation of factual knowledge.

3. The teaching of metacognitive skills (“thinking about

thinking”) should be integrated into the curriculum.



Carl Wieman


cwsei.ubc.ca

What should

students

learn? learning

outcomes assessment

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn? how people learn,

alternatives to lecture

Vocabulary check: assessment

summative assessment formative assessment


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)

Feedback and Practice that Enhance

Learning (How Learning Works)

9

When Practice Does Not Make Perfect… Students’ writing in public policy course

Assessment that supports learning

The instructors don’t recognize

their own expertize, fail to give

useful practice and feedback.

expert blindness

curse of knowledge

They Just Do Not Listen! Students’ presentations in medical anthropology course



10

Goal-directed practice coupled with targeted feedback are

critical to learning. [3]


Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC



11



Goals 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]

Targeted 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]




12



practice is goal-directed

productive practice

timely feedback

feedback at appropriate level


Scenarios


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

In a moment but not yet, find 2 or 3 others with

the same colored sheet as you. Together, think of

examples/scenarios of both contrasting cases, in

sports/hobbies and in teaching and learning.

Feedback at Appropriate Level Feedback not at Appropriate Level sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Productive Practice Unproductive Practice sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Practice Goal-directed Practice not Goal-directed sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng


Timely Feedback Untimely Feedback sp

ort/

hobb

y te

achi

ng a

nd le

arni

ng



What kind of assessment gives

timely feedback at an

appropriate level to support

goal-directed and

productive practice?


20

In your opinion, this grading scheme is

A) a summative assessment

B) a formative assessment

C) neither

D) both


Assessment that supports learning Robert Talbert

tinyurl.com/RobertTalbertRubric 21

components

of project

summative

assessment

descriptions so students

know where they are

(helps with grading, too)

and how to get better

Assessment that supports learning Robert Talbert

tinyurl.com/RobertTalbertRubric 22

Rubric = path to improvement

23

goal-directed

Goals 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

Targeted 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.

Students need to be aware of the rubric (and using it) throughout the assignment/project (that is, not just a grading scheme at the end.)


Big picture for course design


Carl Wieman


cwsei.ubc.ca

What should

students

learn?

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Design each activity,

each class, and your

entire course by

establishing and aligning

the learning outcomes,

instructional activities, and

assessments (both formative

and summative.)

References

Assessment 25

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.