Summer Teaching Institute Assessment Session Formative and Summative Assessment Classroom Assessment Techniques Designing Rubrics for Assessment Dave Schumann.

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Presentation transcript:

Summer Teaching Institute Assessment Session Formative and Summative Assessment Classroom Assessment Techniques Designing Rubrics for Assessment Dave Schumann Taimi Olsen Tenn TLC

Your Experience with Assessment Discussion

TENN TLC Working Definition Assessment is the process of gathering, analyzing, and interpreting information on student learning and instructional choices in order to provide students with feedback, improve student learning, and inform instructors as to the effectiveness of their pedagogy.

Assessment is the means of answering these questions:  How well do we achieve our educational intentions?  How do we know when our teaching is effective?  How do we know when the light goes on? Adapted from Peggy Maki (2004) Assessing for Learning

Assessment of Learning 2X2 1. Formative assessment of learning 2. Formative assessment of instruction 3. Summative assessment of learning 4. Summative assessment of instruction

Beside each square, write what you do in class: 1. Formative assessment of learning 2. Formative assessment of instruction 3. Summative assessment of learning 4. Summative assessment of instruction

Suggested Methods 1. Formative assessment of learning FOUR CATS: Minute paper Clearest point / muddiest point One sentence summary One minute lecture list

Classroom Assessment Techniques (CATS)  Background Knowledge Survey  Pre/Post Tests  Primary Trait Analysis  Minute Papers  Misconception/ Preconception Check  Clearest Point  Muddiest Point  Classroom Opinion Polls and surveys  Reading Reaction  Paper Reaction  Pair Share  Portfolio Analysis  Punctuated Lectures  Clicker questions  Chain Notes

Seven Characteristics of CATS 1. Learner-centered 2. Instructor-directed 3. Mutually beneficial 4. Formative 5. Context-specific 6. Ongoing 7. Based on instructional best practices

Suggested Methods Feedback sheets (instructor- created addressing specific aspects of class) Surveys about instruction “3 points” (what did you understand best? What do you have questions about? What suggestions do you have about class?) Informal peer observation Student focus groups Blackboard survey Self Reflection (teaching journal or other type of reflection) 2. Formative assessment of instruction

Suggested Methods 3. Summative assessment of learning Homework Multiple Choice Exams Short Answer Exams Quizzes Essays Projects Papers Presentations

Group Exercise  Consider the pros and cons of each summative assessment of learning method: Homework Multiple Choice Exams Short Answer Exams Quizzes Essays Projects Papers Presentations

Suggested Methods 4. Summative assessment of instruction Peer Evaluation Self-reflection Video Tape of Class and Analysis Student Evaluation of the Course Teaching Portfolio

Formative Feedback  On a piece of paper, please: (Four Groups) 1. List all the key points that you can recall (in one minute) from the talk you just heard. 2. One sentence summary of what you just heard 3. One minute reflection 4. Answer: What was the clearest point? What was the muddiest point? Please turn in your sheet unsigned. Thank you!

RUBRICS

Assignment Title: Bake a Chocolate Chip Cookie Rubric Grid (fill in criteria and descriptors) 1/ Beginning “Poor” 2 / Developing “OK” 3/Accomplished “Good” 4 / Exemplary “Best” Criteria 1: Criteria 2: Criteria 3: Criteria 4:

Rubric Example (Class Presentation)

When and How Much Assessment? Suggested Criteria: 1. When there is complexity in the course and potential “toe stubs” for students 2. Difficulty of the session material 3. When I as a teacher might be making assumptions I want to verify 4. When I need to check how students are progressing on an individual project or group assignment 5. When there is a switch in topics 6. When I want students to reflect on a unit and make connections

Summary  Guided discussion  Panel  Reflection (minute paper)  Lecture  Group work  Pair-share  Individual work  Pre-assignment  Minute paper  Clicker questions  Reporting on pair/share  Clearest point / muddiest point  Final evaluation Assessments: Pedagogies:

TENN TLC  Engage students and enhance learning,  Improve their teaching practice,  Access and apply information on new pedagogies,  Discover how to best address problems,  Request facilitation on program-wide curriculum revision,  Explore avenues for scholarly teaching and faculty inquiry,  Discuss issues regarding career and professional development?  Answer: the TENN TLC The Tennessee Teaching and Learning Center (865) Website: Follow our blog: Facebook: Tennessee Teaching and Learning Center Twitter: tenntlc Question: Where do UT teachers go to…? Contact us: We provide completely confidential consultation services to all teachers— faculty, lecturers, adjuncts and GTAs—at UTK.