Assessment Basics and Active Student Involvement InCITE 2010 Annual Faculty Development Workshop at W.S.U. June 8-10, Session originating in Seattle, WA Mark Roddy, Ph.D. Seattle University

Big Ideas & Key Questions How does assessment fit into the teaching/learning process? Learning targets - why should I care? Assessment methods - what are my options? Scoring guides – what are those? How do I put it all together? How does assessment fit into the teaching/learning process? Learning targets - why should I care? Assessment methods - what are my options? Scoring guides – what are those? How do I put it all together?

Assessment Marv Teach, test, and hope for the best…. “It’s not teaching that causes results, it’s adjustments by the learner.” - G. Wiggins Learners need feedback => Assessment

What have been your experiences with assessment? What have been the purposes of assessment in your school career?

My Learning Targets 1. Students will develop their understanding of the role of assessment in the larger processes of curriculum planning and active learning (ala *UbD). (concept) 2. Students will develop their understanding of the learning target categories: fact, concept, skill and disposition (adopted from *Stiggins). (concept) 3. Students will develop their understanding of basic assessment methods (M.C/short answer, essay, performance assessment, personal communication) and scoring aids (e.g. rubrics) (concept). 4. Students will develop their ability to make reasonable associations between types of learning targets and the four basic assessment methods (skill).

My Learning Targets 1. Students will develop their understanding of the role of assessment in the larger processes of curriculum planning and active learning (ala *UbD). (concept) 2. Students will develop their understanding of the learning target categories: fact, concept, skill and disposition (adopted from *Stiggins). (concept) 3. Students will develop their understanding of basic assessment methods (M.C/short answer, essay, performance assessment, personal communication) and scoring aids (e.g. rubrics) (concept). 4. Students will develop their ability to make reasonable associations between types of learning targets and the four basic assessment methods (skill).

Backward Design: Assessment in the curriculum planning process Know your content! Develop your learning targets; fact, concept, skill, disposition Develop your assessments; LT => Evidence => Assessment M.C./Short Answer, Essay, Performance Assessment, Personal Communication Develop your instructional activities; Evaluate the quality and equity of the process. Know your content! Develop your learning targets; fact, concept, skill, disposition Develop your assessments; LT => Evidence => Assessment M.C./Short Answer, Essay, Performance Assessment, Personal Communication Develop your instructional activities; Evaluate the quality and equity of the process.

Fact – that which we know Concept – that which we understand Skill – that which we can do Disposition – that which we value, enjoy, appreciate, etc. Fact – that which we know Concept – that which we understand Skill – that which we can do Disposition – that which we value, enjoy, appreciate, etc. Target => Evidence => Assessment

Planning with Assessment in Mind

Target => Evidence => Assessment Facts Concepts Skills Dispositions Facts Concepts Skills Dispositions What does it look like when students are achieving the following kinds of targets? What does it look like when students are achieving the following kinds of targets? Write a learning target of your own and then write a statement of evidence for that target. Write a learning target of your own and then write a statement of evidence for that target.

M.C. / Selected Response / Short Answer Essay Performance Assessment Personal Communication M.C. / Selected Response / Short Answer Essay Performance Assessment Personal Communication How do we give students a chance to give us the Evidence we require of them? How do we give students a chance to give us the Evidence we require of them? Target => Evidence => Assessment

“knowledge, skilled know-how, and ethical comportment” p. 82 Shift … “from covering decontextualized knowledge to teaching for a sense of salience, situated cognition, and action … “ “toward an integration of classroom and clinical teaching” “from critical thinking to clinical reasoning and multiple ways of thinking that include critical thinking” “from socialization and role taking to an emphasis on formation.” Benner, et al. (2010). Educating Nurses: A Call for Radical Transformation.

Scoring Aids

A Quiz….

In order to assess we must elicit, observe, and interpret external indicators of an internal state.

Learning Targets: Fact Students will know…. that the capital of Australia is Canberra; twelve important dates for WWI: – June 28, Archduke Ferdinand, is assassinated in Sarajevo,..., – June 28, Peace Treaty signed in Versailles. an isosceles triangle has 2 sides of equal length; the definition of a pun: [ the humorous use of a word in such a way as to suggest different meanings or applications.] evidence: state the definition of a pun. assessment: selected response - matching test

Learning Targets: Concept/Generalization Concept: an abstract idea generalized from particular instances Generalization: statements about relationships between or among concepts Students will understand…. the leadership role fulfilled by women in the pioneer west; It takes perseverance to work for justice; a pun as the humorous use of a word in such a way as to suggest different meanings or applications. evidence: identify examples of puns in Shakespeare’s writing. assessment: essay or personal communication

Learning Targets: Skill/Process Students will be able to…. glean information from primary sources; divide fractions; use the strategy of “reading-on” to comprehend words and ideas in complex text; use the text animation feature of PP, including “effects,” and “order and timing.” evidence: student produces slides using these features assessment: performance assessment

Learning Targets: Dispositions Students will value, enjoy, appreciate, etc…. value divergent scientific thinking; enjoy speaking Spanish; appreciate the use of history as a tool to understand the present; value perseverance in mathematical problem solving. evidence: students persist with their own problem solving efforts before consulting the teacher or their peers. assessment: personal communication