Assessments Formative and Summative June 13, 2013 Carol Kerry Patrice Kris

 Students will:  Define formative and summative assessment  List types of formative and  Design a formative assessment for their class  Design a summative assessment (or a question or two) for their class  Think Pair Share – share one assessment strategy you use with a partner Objectives

aligning with learning objective learning objectives ? formative assessment ? teaching strategies ? Summative assessment

formative Adjective – of and relating to a person’s development of and relating to a person’s development Synonyms – Developmental – Growing – Malleable – Impressible – Determining – influential – developmental – growing – malleable – Impressionable – determining – influential – shaping

What might you want to assess?

 “Questions about your students  How many students are learning well and how many are not?  Which students are learning well and which are not?  What do successful learners do that other learners don’t do  What do less successful students do that might account for their failures?  Questions about course content  How much of the course content are students learning?  Which elements of the course content are students learning?  How well are students learning the various elements of the course content?  How well are students integrating the various elements of the course content?  Questions about teaching  How does my teaching affect student learning positively and negatively?  What specifically could I change about my teaching to improve learning inside the classroom?  What, specifically could I change about my teaching to improve learning outside the classroom?” From Classroom Assessment Techniques Angelo and Cross

 Course related Knowledge and Skills  Prior knowledge, recall and Understanding  Skills in Analysis and Critical Thinking  Skills in synthesis and critical thinking  Skills in problem solving  Skills in application and performance  Learner Attitudes, Values and Self-Awareness  Students’ awareness of their attitudes and Values  Student’s Self-Awareness as Learners  Course related Learning and Study Skills, Strategies and Behaviors  Learner Reaction to Instruction  Learner Reactions to Teachers and Teaching  Learner Reactions to Class Activities, Assignments and Materials  Areas for Assessment From Classroom Assessment Techniques

 List common assessment methods  One minute paper  Muddiest point  Clicker questions  Empty Outlines  One sentence summary  Productive Study-Time Logs  Misconception/Presumption Check How do you assess?

 Problem based learning  Objectives  Identify the pros and cons of random vs directed sampling  Apply the appropriate sampling method to an authentic problem  PBL assignment – white powder - Las Vegas or Daschle’s office  Multiple choice quiz – formative – points for completion Example from Biodefense Lab Methods

 In one sentence summarize what you have learned Try this

 Plan  Start small (and easy) with your CAT  Implement  Responding (students need feedback – does not need to be individual)  “Five Suggestions for a successful start  If a CAT does not appeal to your intuition and professional judgment as a teacher, don’t use it  Don’t make CAT into a self-inflicted chore or burden  Don’t ask your students to use any CAT you haven’t previously tried on yourself   Allow for more time than you think  Make sure to “close the loop”” How do you do this?

 Design a formative assessment for one of your objectives You try one

 “Summative assessment is cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program”.  Summative Assessment

 Please list  Exams  Portfolios  Grant proposals  Poster presentation  Capstone project Types of Summative Assessments

Objective Objectives Discuss methods for controlling drug resistance (unit) Create several projects that address the threats of emergence (course) Learning Activity Threaded Discussion Question What do you think can be done to mitigate the increase in drug resistance organisms? Summative Assessment The CDC has several educational programs to address antimicrobial resistance. In 2 paragraphs, design your own education program Example from Kris’ EID course

Castle Model for online course Instructor directed activities Narrated power point Student- led threaded discussion Short videos, Podcasts, multimedia Student mp3/4 files, reading Student directed activities Summative assessment – take home exam

exam question types Objective Multiple Choice True / False Matching Constructed Short Answer Completion Essay Problem Solving Advantages, Disadvantages and Construction (handout)

taxonomies and question types Bloom’s Learning LevelSample MC Stem Question RememberWhat is a typical growth rate of the azalea? UnderstandingWhat is distinctive about the azalea compared to other spring-flowering shrubs? Application & Analysis (critical thinking) What happens if an azalea receives a plant food high in alkaline and low in acid? Analysis & Evaluation (critical thinking) Given highly acidic soil and an annual rainfall of 40 inches, what is the most effective plant food for an azalea? Analysis & Evaluation (Problem Solving) Your azalea is planted in full shade under the eaves of your house. Leaves are yellowing, and the plant has shown little growth in two years. What is the best treatment of this problem?

exam writing guidelines/tips examine early and often (low  high stakes) compose exam questions immediately after you cover material in class to ensure appropriate “coverage” use learning objectives to guide the writing of exam questions start the test with some warm-up questions ask a colleague (ta) to evaluate the exam for clarity, content and alignment with your learning objectives proofread! give detailed instructions and allow students sufficient time to complete each question (instructor time x 4) use a variety of question types

exam writing guidelines/tips examine early and often (low  high stakes) compose exam questions immediately after you cover material in class to ensure appropriate “coverage” use learning objectives to guide the writing of exam questions start the test with some warm-up questions ask a colleague (ta) to evaluate the exam for clarity, content and alignment with your learning objectives proofread! give detailed instructions and allow students sufficient time to complete each question (instructor time x 4) use a variety of question types

your turn  Pick one of your learning objectives  Categorize it in a learning taxonomy framework (e.g. Bloom it, Fink it)  Identify (or write) an exam question to assess that learning objective  Rewrite your question in at least two other formats

 Rubrics!!!!! How do you grade an essay, a project, a grant proposal?

 Last activity – write down the “muddiest point” of this presentation  Summative “evaluations used to assign grades”  Formative “evaluations used to inform teaching and improve learning rather than assign grades” Summary