McNeese State University Professional Development Opportunity Assignment Design January 10, 2019

What assessments do you use to measure what students know and can do within your courses?

Are the majority of your assessments graded by: 1 Are the majority of your assessments graded by: 1. Scantron, checklist 2. Rubric

Is your class rigorous or difficult?

Discuss the following: Introduce yourself Name College Courses you teach including if they are face-to-face or online Discuss the following: what assignments you currently take for a grade if your class rigorous or difficult How many of you attended the active learning session? Anyone one to give some thoughts about what active learning is as context for the last question?

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The Value of Exams and Assignments Opportunity to develop an extended argument Depth over breadth Capacity to develop critical- thinking skills of interpretation, application, and evaluation Problem-based learning with inquiry Assurance students have attained the appropriate knowledge

The Limitations of Exams and Assignments Merely summative A measure of capacity to recall information under stress Often reproduction rather than transformation of information Time consuming to assess Highly subjective Often occurs at the end and leaves no opportunity for students to make use of the feedback Often one-off and fails to require students to make note of, and utilize, feedback (value added)

Characteristics of a Model Assignment Create assignments which directly relate to accomplishing the course objective. More details equals higher quality of student final project. Give incremental due dates. Allow students to brainstorm topics. Give examples. Share student evaluation tools.

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Creating assignments that are worth grading…

Content knowledge, alignment, and rigor Implement quality instruction so that students construct meaning for themselves and apply what they learn in more than one context and to unpredictable situations. Content Identify what content your students should master by the end of your course. Alignment Determine what professional skills your students should be competent in at the end of their program. 13

Students are expected to learn at high levels Students are supported so he/she can learn at high levels Students demonstrate learning at high levels

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Integrative Learning Assignments Day-to-Day Integrative Learning Short Term Integrative Learning Long Term Integrative Learning Connections to experience Connections across disciplines Transfer of skills Integrated communication Reflection and self-assessment

Example of Assignments https://mcintegrativelearningfieldguide.weebly.com/integrative-learning- assignment-examples.html

Examples of Integrative Assignments https://mcintegrativelearningfieldguide.weebly.c om/integrative-learning-assignment- examples.html 18

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Creating Assignments Consider your learning objectives Design assignments that are interesting and challenging Double-check alignment Name assignments accurately Consider sequencing Think about scheduling

Creating Assignments Continued Check feasibility Articulate the task description clearly Establish clear performance criteria Specify the intended audience Specify the purpose of the assignment Specify the parameters

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Using rubrics to grade, assess, and improve student learning. http://www.mdc.edu/sailearn/documents/4.1%20Rubric%20Workshop%20Handout-Mary%20Allen.pdf

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