New Faculty Orientation August 2015 Assessment: Challenges and Opportunities
MY FIRST TEST HOPE I PASS!
APGAR SCORE The First Test! n n Encompasses Sound Assessment: Establishes a Benchmark Identifies Strengths and Weaknesses Calls for Action Measures the Impact of Action
Assessment from the Latin assidere which means “to sit beside” “To sit beside” brings to mind such verbs as to engage, to involve, to interact, to share, to trust. It conjures up team learning, working together, discussing, reflecting, helping, building, collaborating. It makes one think of cooperative learning, community, communication, coaching, caring, consultation… “Sitting beside” implies dialogue and discourse, with one person trying to understand the other’s perspective before giving value judgments. (Braskamp and Ory, 1994) (Braskamp and Ory, 1994)
GRADING PRACTICES: GRADING PRACTICES: The Early Days n n Optime (honor men) n n Second Optime (pass men) n n Inferiores (charity passes) n n Pejores (unmentionables) Yale 1783 Yale 1783
Types of Scoring Methods n Criterion-referenced Provides absolute comparisons Describes student performance in relation to pre-set standard n Norm-referenced Provides relative comparisons Describes individual performance in comparison to others
Types of Assessments n Formative assessment The goal of formative assessment is to monitor student learning n Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit
Assessment Drives BOTH Teaching and Learning Teaching / Learning BUILDING THE BRIDGE A ssessment Methods
VALIDITY n n What Validity represents n n How we establish Validity Meaningful activities Representativeness Appropriate format
RELIABILITY n n What Reliability represents n n How we establish Reliability Criteria for scoring Acknowledging subjectivity Sufficient opportunities
USABILITY n n Reasonable frequency n n Provision for feedback n n Appropriate weightings
GRADING n n Grading that reflects the actual ability of the student n n Grading as a personal communication
COLLABORATIVE LEARNING SCORING RUBRIC n n 4- Thorough Understanding n n 3- Good Understanding n n 2- Satisfactory Understanding n n 1- Needs Improvement
COLLABORATIVE LEARNING SCORING RUBRIC n n 4- Thorough Understanding Consistently works toward group goals Is sensitive to needs of all the group Willingly fulfills individual role within the group Consistently contributes knowledge, opinions, skills Values the knowledge of all group members Helps group identify necessary group changes
COLLABORATIVE LEARNING SCORING RUBRIC n n 1- Needs Improvement Works only when prompted Contributes only when prompted Needs reminders to be sensitive to others Participates in needed changes when prompted
Summary Suggestions n Integrate assessment into your teaching n Seek out feedback regarding your assessment techniques n Attempt to introduce one new assessment technique