1. Aligning Student Learning outcomes to Evaluation 1 Applied Technologies - ICRDCE Conference Day 3 - 2016

2. Learning Outcomes of this Presentation At the conclusion of this presentation, participants will be able to: 1. Explain formative and summative evaluation. 2. Determine appropriate formative evaluation strategies. 3. Develop summative and formative evaluation questions at a selected learning level. 2

3. Formative Assessment 3 Other characteristics:  Help students identify their strengths and weaknesses and target areas that need work  Help faculty recognize where students are struggling and address problems immediately  Low stakes (low or no point value)  May not affect a student’s grade The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

4. Formative Assessment (cont.) Troubleshooting Scenarios Lab Simulations Security Case Studies Discussion / Debate Diagnostic tests 4

5. Formative Assessment (cont.)

6. Summative Assessment 6 Other characteristics:  Measure mastery after instruction  Often high stakes (high point value)  Used to calculate a student’s grade  Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

7. Summative Assessment (cont.) End-of-unit or chapter tests with Hands-On labs End-of-term or semester exams with Hands-On labs Troubleshooting Labs Lab Simulations Security Case Presentation 7

8. Summative Assessment (cont.) 8 Exam Questions Must examine the student’s achievement of stated learning outcomes Must tie back to Course and Class Objectives Must test students at the expected level of achievement

9. Formative & Summative Assessment

10. The Relationship to Leveled Outcomes? Level I=Knowledge/Comprehension Level II = Comprehension / Application Level III=Application / Analysis Level IV=Analysis / Synthesis & Evaluation 10

11. The Relationship to Leveled Outcomes? (cont.) Level 1. Knowledge What kind of construction drawing is this? What do each of the symbols mean? Question cues: List, define, tell, label

12. The Relationship to Leveled Outcomes? (cont.) Level 2. Comprehension What kind of circuit is this? Why would this type of circuit be installed? Question cues: Describe, name, identify, discuss

13. The Relationship to Leveled Outcomes? (cont.) Level 3. Application How would you describe this circuit to others? What caption would you write for wiring diagram (say, in a technical magazine)? Question cues: Modify, solve, change, explain

14. The Relationship to Leveled Outcomes? (cont.) Level 4. Analysis Why was this specific application installed and not a different one? What do you know about how to install this circuit? Question cues: Analyze, separate, compare, contrast

15. The Relationship to Leveled Outcomes? (cont.) Level 5. Synthesis What would you say is your level of knowledge in troubleshooting this type issue? How would you correct this issue and ensure it doesn’t happen again? Question cues: Create, construct, plan, role-play

16. The Relationship to Leveled Outcomes? (cont.) Level 6. Evaluation Could this recepticle work for this application? Compare this installation with other choices. How are they different? Question cues: Give opinion, criticize, summarize

17. Next Steps 17 Questions & Answers: How can we assist? Teamwork