Karl A. Smith Engineering Education – Purdue University

Slides:



Advertisements
Similar presentations
Performance Assessment
Advertisements

TWS Aid for Supervisors & Mentor Teachers Background on the TWS.
Competencies for beginning teachers
Assessing Students in Cooperative Learning Karl A. Smith Engineering Education – Purdue University Technological Leadership Institute/ STEM Education Center/
ARIZONA WESTERN COLLEGE ASSESSMENT & PROGRAM REVIEW.
Assessing CADE Student Learning Outcomes Karla Kennedy-Hagan, PhD, RD, LDN Eastern Illinois University Charleston, IL.
Design and Implementation of Pedagogies of Engagement
Assessing Students in Team-Based Learning
What should be the basis of
Purpose Program The purpose of this presentation is to clarify the process for conducting Student Learning Outcomes Assessment at the Program Level. At.
Pedagogies of Engagement (Cooperative Learning) and Assessment – Overview – Karl A. Smith Engineering Education – Purdue University Civil Engineering -
July 28, 2011 Nancy Nation & Mirna Whidden.  What do you associate with the word assessment??
Meeting SB 290 District Evaluation Requirements
ASSESSMENT Formative, Summative, and Performance-Based
David Steer Department of Geosciences The University of Akron Learning objectives and assessments Oct 2013.
A SSESSMENT IN S TUDENT A FFAIRS. Systematic process for collecting, reviewing, and usingevidence/data for the purposes of overall improvementand enhancing.
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
The Basics of.  The ACCJC requires it for accreditation  To report it on program review  To make course outlines more relevant (SLOs, assignments,
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
Assessment & Program Review President’s Retreat 2008 College of Micronesia - FSM May 13 – 15, 2008 FSM China Friendship Sports Center.
Assessment Principles John J. Clementson Augustana College.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
Presented to GETSI by Ellen Iverson, SERC, Carleton College Developed as InTeGrate talk by David Steer Department of Geosciences The University of Akron.
The School Effectiveness Framework
Re-Cap NGSS. Assessment, Evaluation, and Alignment.
30/10/2006 University Leaders Meeting 1 Student Assessment: A Mandatory Requirement For Accreditation Dr. Salwa El-Magoli Chair-Person National Quality.
Examining Student Work Middle School Math Teachers District SIP Day January 27, 2016.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
For Academic Assessment Dr. Marjorie Dorimé-Williams.
Learning Goals Development & Assessment The Basics of Goals-Based Course Design.
Enhancing Course Syllabi for High-Quality Service Learning Gail Robinson, Education Consultant Maryland-DC Campus Compact Frostburg State University April.
National 4 & 5 Physical Education. Documents available on website Unit by Unit approach to Performance (package 1) Unit by Unit approach to Factors impacting.
David Pierce, Indiana University-Purdue University Indianapolis
AAC Assessment Glossary
Getting Prepared for the Webinar
Evaluation Of and For Learning
Understanding assessment in the MYP
M-LANG project  Ref. n NO01-KA Interactive Exchange Workshop on how to use response systems and ICT tools for creating interactive learning.
Assessment of Learning 1
Design and Implementation of Pedagogies of Engagement
I love portfolio! Nelly Zafeiriadou MA, EdD ELT School Advisor
University of Minnesota – Duluth
Design and Implementation of Pedagogies of Engagement
ASSESSMENT OF STUDENT LEARNING
CEA Case Study Marianne Farrugia.
What is Backwards Design?
Diagnostic Essay Feedback Analysis
Assessment & Evaluation & Reporting Improving Student Learning
Prepared by: Toni Joy Thurs Atayoc, RMT
COMPETENCIES & STANDARDS
February 24, 2009 Joint Session of Congress
Student Assessment and Evaluation
PORTFOLIO ASSESSMENT Jay Barrett, GED 621.
Mapping the Assessment and Evaluation in a Unit
Leanne Havis, Ph.D., Neumann University
Assessments: Beyond the Claims
Exploring Assessment Options NC Teaching Standard 4
Unit 7: Instructional Communication and Technology
Assessment of Classroom Learning
Design and Implementation of Pedagogies of Engagement
Design and Implementation of Pedagogies of Engagement
Design and Implementation of Pedagogies of Engagement
Competencies for beginning teachers
Design and Implementation of Pedagogies of Engagement
Design and Implementation of Pedagogies of Engagement
January 22, 2019 Lisa Stoothoff
Understanding By Design.
Student Assessment and Evaluation
ASSESSMENT IN EDUCATION.
Presentation transcript:

Pedagogies of Engagement (Cooperative Learning) and Assessment – Overview – Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota ksmith@umn.edu http://www.ce.umn.edu/~smith November 2006

Session Objectives Participants will be able to describe key elements of: Cooperative learning and assessing student learning Classroom assessment Trade offs between meaningful and manageable assessment Participants will begin applying key elements to the design on a course, class session or learning module 2

Cooperative Learning and Assessing Student Learning 1. Use a criterion-referenced system for all assessment and evaluation 2. Use a wide variety of assessment formats performance-based assessment authentic assessment total quality learning 3. Conduct assessment and evaluation in the context of learning teams 4. Directly involve students in assessing each other's level of learning 5. Assess, assess, assess, assess, and assess! 3

Student presentations 15 27 Evaluation Methods[1] Engineering Faculty All Faculty Grading "on the curve" 43%** 22% Research/ Term papers 19 33 Multiple choice exams 10* 32 Essay exams 21 43 Student presentations 15 27 Percent of those using the technique in all or most classes **highest of all fields * lowest of all fields [1]Astin, Alexander W. 1993. Engineering outcomes. ASEE PRISM, 3(1), 27-30. 4

Types of Assessment 1. Diagnostic Assessment Conducted at the beginning of an instructional unit, course, semester. . . to determine the present level of knowledge, skill, interest. . . of a student, group or class. 2. Formative Assessment Conducted periodically throughout the instructional unit. . .to monitor progress and provide feedback toward learning goals. 3. Summative Assessment Conducted at the end of an instructional unit or semester to judge the quality and quantity of student achievement and/or the success of the instructional unit. 5

Assessment Formats 1. Performance-Based Assessment Students demonstrate what they know and can do by performing a procedure or skill 2. Authentic Assessment Students demonstrate a procedure of skill in "real life" context 3. Total Quality Learning Continuous assessment of the process of learning (and teamwork) to improve it 6

Making Assessments Meaningful To be meaningful, assessment has to have a purpose that is significant Assessments are meaningful when students are involved in conducting the assessment. Meaningful assessments provide a direction and road map for future efforts to learn. 7

Making Assessments Manageable -- Involve Students -- Myths About Team-Based Assessment 1. If you assess student learning, you have to give students grades. 2. Faculty must read every student paper and provide feedback. 3. Students are not capable of meaningful involvement in assessment. 4. Involving students in assessment takes valuable time away from learning and lowers their achievement. 5. Assessment is a faculty responsibility, not to be done by students. 6. Individual assessment is lost in team-based approaches to assessment. 8

Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when the program it seeks to improve have clear, explicitly stated purposes. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Assessment works best when it is ongoing, not episodic. Assessment fosters wider improvement when representative from across the educational community are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment is most likely to lead to improvement when it is a part of a larger set of conditions that promote change. Through assessment, educators meet responsibilities to students and to the public. 9 AAHE Assessment Forum, 1992.