Aligning Student Learning outcomes to Evaluation IT/Cybersecurity - ICRDCE Conference Day 3 - 2016

Learning Outcomes of this Presentation At the conclusion of this presentation, participants will be able to: Explain formative and summative evaluation. Determine appropriate formative evaluation strategies. Develop summative and formative evaluation questions at a selected learning level.

Formative Assessment Other characteristics: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Other characteristics: Help students identify their strengths and weaknesses and target areas that need work Help faculty recognize where students are struggling and address problems immediately Low stakes (low or no point value) May not affect a student’s grade

Summative Assessment (cont.) Troubleshooting Scenarios Lab Simulations Security Case Studies Incident Response Scenarios Discussion / Debate Diagnostic tests

Formative Assessment (cont.)

Summative Assessment Other characteristics: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Other characteristics: Measure mastery after instruction Often high stakes (high point value) Used to calculate a student’s grade Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

Summative Assessment (cont.) End-of-unit or chapter tests with Hands-On labs End-of-term or semester exams with Hands-On labs Troubleshooting Labs Lab Simulations Security Case Presentation

Summative Assessment (cont.) Exam Questions Must examine the student’s achievement of stated learning outcomes Must tie back to Course and Class Objectives Must test students at the expected level of achievement Freshman, Sophomore, Junior, or Senior?

Formative & Summative Assessment

The Relationship to Leveled Outcomes? Level I = Knowledge/Comprehension Level II = Comprehension / Application Level III = Application / Analysis Level IV = Analysis / Synthesis & Evaluation

The Relationship to Leveled Outcomes? (cont.) Level 1. Knowledge When was this software installed? Where was this software installed? Question cues: List, define, tell, label

The Relationship to Leveled Outcomes? (cont.) Level 2. Comprehension What kind of software is this? Why was this type of software installed? Question cues: Describe, name, identify, discuss

The Relationship to Leveled Outcomes? (cont.) Level 3. Application How would you describe the software to others? What caption would you write for this software (say, in a technical magazine)? Question cues: Modify, solve, change, explain

The Relationship to Leveled Outcomes? (cont.) Level 4. Analysis Why was this specific application installed and not a different one? What do you know about how to configure / customize this application? Question cues: Analyze, separate, compare, contrast

The Relationship to Leveled Outcomes? (cont.) Level 5. Synthesis What would you say is your level of experience in troubleshooting this type of software? When would you say is the next upgrade expected to be released? Question cues: Create, construct, plan, role-play

The Relationship to Leveled Outcomes? (cont.) Level 6. Evaluation Does this application work for the need intended? Compare this application with a similar one. How are they different? Question cues: Give opinion, criticize, summarize

Next Steps Questions & Answers: How can we assist? Teamwork