ASSESSMENT AND INSTRUCTIONAL STRATEGIES DAY 3 – MARCH 17, 2011 FACILITATORS JEANETE MCDONALD & DENISE STOCKLEY Working the Plan

Educational Technology Sessions: How did they go?

Principles for Using Technologies Think pedagogy first, technology second Aim for simplicity and accessibility Choose tools that promote active learning and student engagement Align technology with objectives Adapted from Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology. Virginia Commonwealth University

Seven Things You Should Know AboutSeven Things You Should Know About… series of technology briefs provides concise information on emerging learning technologies and related practices. each brief focuses on a single technology or practice and describes:  What it is  How it works  Where it is going  Why it matters to teaching and learning

Learning Outcome Assessment Strategy Context Content TLS McGill University

Learning Outcomes Formulate the beginnings of an assessment and instructional plan to facilitate the achievement of your learning outcomes and course objectives Explain (and appreciate) the degree to which instructional strategies and assessment methods are intricately linked (alignment, again)

Mystery Activity – Making a…..? look at the materials available on your table to make a butter and jam sandwich prepare a list of instructions on how to make the sandwich compare your list with a partner and make any changes necessary instruct a volunteer at your table to make sandwich and observe what happens

Assessment – food for thought What & how we evaluate:  signals what we want students to learn (Fenwick & Parsons, 2000)  defines the actual curriculum from the students’ point of view (Ramsden, 1992)  is the most significant prompt for learning (Boud, 1995)

Formative Summative purpose: diagnosis, growth, feedback takes place during the learning process often not graded feedback to learner and teacher/facilitator on progress to date done at the end of module, course, unit judgement is final usually associated with marks no opportunity to revisit learning Assessment: Two Types CATSBOOK

Formal Informal structured devised in advance learners / teacher aware that evaluation occurring some form of documentation of results e.g., tests, projects, presentations, essays, case analysis, inventory less structured devised in advance OR on the spot sometimes only instructor is aware of evaluation usually no documentation of results e.g., facilitator/teacher observation, polling learners Assessment: Two Modes

Selecting Assessment Tools taxonomic level(s) of learning objectives (Bloom); ICE (Fostaty Young) number of students to be assessed number of hours needed to prepare and evaluate x number of tests/assignments/exercises availability of teaching assistants to help with marking (or other like resources) administration, context, setting of assessment demands on your time when assessment takes place Source: Pregent, 1990 | Walvoord & Anderson, 1998

Assessment Strategies: Mining for Nuggets Brainstorm a list of assessment strategies, practices, or methods you have used, experienced, or observed others using. Choose your top two and write them on the provided flip chart paper for sharing. Be prepared, if selected, to speak to your pick of the day. Consider how to adopt for online versus face to face settings

SECTION III Instructional Strategies

Instructional Strategies: Some Assumptions designing courses for learning not teaching learning takes place inside/outside the classroom learning can take place in un/structured settings students can learn w/o us being present students can learn material not covered by prof.

Principles of Good Practice (Chickering & Gamson,1987) encourages contact b/w students and faculty develops reciprocity and cooperation among students encourages active learning gives prompt feedback emphasizes time on task communicates high expectations respects diverse talents and ways of learning

Designing a Unit of Instruction for Learning

Course / Module Blueprint Learning Outcome Proposed Assessments Instructional Strategies Content| Resources| Other

Selecting Instructional Strategies aligns with stated learning outcomes reflects learner knowledge, skills, abilities, experiences takes into account learning/er context (contexts defines what’s possible) builds in opportunities for informing, practice, and feedback reflects what can best be done in-class, online, offline

Instructional Strategies: Mining for Nuggets Brainstorm a list of instructional strategies, practices, or methods you have used, experienced, or observed others using. Choose your top two and write them on the board for sharing. Be prepared, if selected, to speak to your picks. Consider how to adopt for online versus face to face settings

Next Steps Consolidating  see next steps section of binder  complete first chart Going Forward Friday Morning Staying Connected

References/Resources Boud, D. (1995). Assessment and learning: Contradictory or complementary. In Knight, P. (Ed.). Assessment for learning in higher education. London: Kogan Page, pp Fenwick, T. & Parsons, J. (2000). The art of evaluating adult learners: A handbook for educators and trainers. Toronto, Ontario: Thompson. Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology Learning and Teaching Centre (2006). The course redesign process. Pre-conference Workshop, EDC Conference, University of Victoria, February. McAlpine, L. (2000). Designing a unit of instruction for learning. 8C-Designing a Unit of Instruction for Learning.doc PPT Slide. Accessed March 3, Pregent, R. (1990). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. Rowntree, D. (1977). Assessing students. London: Harper & Row. Saroyan, A. & Amundsen, C. (Eds). (2004). Rethinking Teaching in Higher Education. Sterling: Stylus Publishing, Inc. Teaching and Learning Services, McGill University Walvoord, B., & Anderson, V. (1998). Effective Grading: A Tool for Learning and Assessment. San Francisco, CA: Jossey Bass.