OUTCOMES ASSESSMENT 1

Learning Outcomes of This Presentation 2 At the conclusion of this presentation, participants will be able to: List several kinds of assessment vehicles Differentiate between formative and summative assessment Describe how outcomes assessment is part of continuous improvement Identify assessments participants currently implement and describe the intended purpose for each assessment

Elements of Good Occupational Training Program Design 3 Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Recurring Themes 4 Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts Solving problems  Improvement (assessment)

Four Cycles to Recognize 5 Cycles 1. Industry Employer 2. Teacher 3. Program/Course 4. Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Evolution of a Teacher 6 Critical moments of recognition, brought about by honest and intentional observations; self-reflection and self-assessment Accountability, ownership, and empowerment leading to action Taking risks and being gentle with yourself Observe, evaluate, and improve (document) Iterate

Welcome to the Journey: Solving Problems with Assessment 7 General Physical Science (blank stares) Physics for Teachers (metacognition) Industrial Science (contextualization and engagement) Rockets as Systems (lack of confidence) Fundamentals of Physical Science (distance learning and demonstrating maximum learning)

First Step 8 Lao-Tzu

Our Hope 9 Each of us can find many reasons why we can’t do outcomes assessment. It is our hope, that by the end of this conference, each of you will have found at least one reason to embrace outcomes assessment and continue on your journey of continuous improvement.

My Concept of Education 10

That’s Me 11

Quote 12

Types of Assessments 13 Diagnostic Formative Summative “Hanna and Dettmer (2004) suggest that you should strive to develop a range of assessments strategies that match all aspects of their instructional plans. Instead of trying to differentiate between formative and summative assessments it may be more beneficial to begin planning assessment strategies to match instructional goals and objectives…”

Effort & Content 14 EFFORT CONTENT FORMATIVE SUMMATIVE

Flexible Grading Policy (Lecture) 15 Class Attendance and Participation5% (fixed) Quizzes5% (10% Max) Homework, Essays, and Misc. 5% (10% Max) Journal5% (10% Max) Cooperative Grading 5% (fixed) Midterm 10% (20% Max) Lab 15% (25% Max) Final 15% (25% Max) Portfolio 5% (15% Max) Subtotal 70% Student’s Customized Grading Policy 15% Rich’s Customized Grading Policy 15% Total 100%

Portfolio Example: Class Demonstrations 16 “In this section I have enclosed examples of class demonstrations/experiments that helped me to progress and understand concepts that we discussed. I was able to link the concept to what I saw in class. Being able to picture these demonstrations made it easier for me to study and to answer questions about these topics on tests. Personal evidence is a powerful tool in learning and should be used in every class possible.”

Flexible Grading Policy (Laboratory) 17 Authentic/Performance Assessments25% (40% Max) Quizzes, Essays, and Misc. 15% (20% Max) Summary Motion Report15% (20% Max) Final Lab Assessment15% (25% Max) Portfolio 10% (20% Max) Subtotal 80% Student’s Customized Grading Policy 10% Rich’s Customized Grading Policy 10% Total 100%

Outcomes for Graphs 18 At the conclusion of this course, students will be able to: Understand graphs Know motion concepts such as position, distance, velocity, and acceleration

Make the Graph 19

Graph Activity 20 Describe the graph. What story does it tell? What information does it contain? Explain why you think this. Make notes individually. Share with a colleague Commit to a prediction (set up)  Do and observe

Lab Assessment 1 21

Accountability and Empowerment 22 ACCOUNTABILITY Empowerment

Assessment Conflict 23 Measuring Attainment of Course Standards Measuring Individual Progress Practical Balanced

Rockets as Systems (lack of confidence) 24 Teaching teachers Confidence building (pedagogical decision) Modeling Project/Problem Based Learning (PBL) DVD (1:12:38  1:15:02) (1:16:48  1:18:11)

Industrial Science (contextualization and engagement) 25 United States Coast Guard Yard Provide basic science to civilian employees  Pipe Fitters  Machinists  Electricians No further instructions Foreman

Physics for Teachers (metacognition) 26 Teacher Preparation Contextualized Teacher Professional Development Observing someone else’s class Documenting someone else’s class Self-Reflection and Self-Assessment

Metacognition 27 Metacognition includes the ability to ask and answer the following types of questions: What do I know about this subject, topic, issue? Do I know what do I need to know? Do I know where I can go to get some information, knowledge? How much time will I need to learn this? What are some strategies and tactics that I can use to learn this? Did I understand what I just heard, read or saw? How will I know if I am learning at an appropriate rate? How can I spot an error if I make one? How should I revise my plan if it is not working to my expectations/satisfaction?

The Brain is Awesome 28

Fundamentals of Physical Science (distance learning and demonstrating maximum learning) 29 Rubric Categories Thesis/Problem/Question/Completeness Information Seeking/Selecting and Evaluating Analysis Synthesis Documentation Product/Process Make it R.E.A.L. -- Reach. Expand. Achieve. Learn.

Pain and Gain 30 One way to change a course is to change the assessments, then your policy must follow it and then your learning activities must follow that. There is some pain, but hopefully by the end of the semester, you will see some gain. Alter the assessments, then I would be forced to alter the type of learning to be consistent with the assessments.

A Teacher’s Self-Reflection 31 So I adopted the policy and wrote it down and passed it out and have been stuck with it ever since. It does what it was intended to do. It sits there and stares me in the face every time I plan a lesson or make up an assessment. It "convicts " me when I slip up. I have on occasion wished I had not been so bold, but boldness it what it takes sometimes. Sometimes it is necessary to take the risk and see what happens.

One Consistent Thread: Self-Reflection and Self-Assessment 32 Write about one thing that makes sense to you Write about one thing that doesn’t make sense to you How are you doing? How do you feel about this?

Four Cycles to Recognize (Review) 33 Cycles 1. Industry Employer 2. Teacher 3. Program/Course 4. Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Elements of Good Occupational Training Program Design (Review) 34 Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Recurring Themes (Review) 35 Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts Solving problems  Improvement (assessment)

Observe and Iterate (Review) 36

Attributions 37 Slide 8: Slide 12: insignificant-but-it-ishttp:// insignificant-but-it-is Slide:13 %20and_summative_assessment.pdf %20and_summative_assessment.pdf Slide 27: Slide 28:

END 38

Presentation Requirements 39 One table within 6 feet of the presentation podium Handouts:  OA General Rubric Description HO  OA General Rubric Score Sheet HO  OA Participation Description HO  OA Participation Report Form HO Download Logger lite to presentation computer:  DVD player

Extra Slide for Spontaneous Content 40 ?