1. ASSESSMENT & EVALUATION

2. Definitions of Teaching To present information, insights. To reveal knowledge or skill. To help students learn. NOTE: All of the above can be accomplished either deliberately or incidentally. That is, you can teach by means of explicit instruction, ongoing guidance, deliberate modeling, or accidental example.

3. Good Practice in Education (after Arthur Chickering & Zelda Gamson 1989) 1. Maximizes student/faculty contact. 2. Develops student cooperation. 3. Uses active learning techniques. 4. Gives feedback promptly. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects learners’ diversity.

4. Ways to Improve Teaching and Learning Implement research-based “best practices”. Think of at least one way to implement each item of “practice”. Write down each example. Pair up with the person next to you to choose the best example of each. Share your findings with the group.

5. Ways to Improve Teaching and Learning Implement research-based “best practices”. Employ an assessment-informed model of teaching focused on measurable student learning outcomes. But first we need to distinguish “assessment” from “evaluation”.

6. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Timing

7. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Focus of Measurement

8. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Focus of Measurement

9. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Administrator/Recipient Relationship

10. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Administrator/Recipient Relationship

11. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Findings, Uses Thereof

12. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Findings, Uses Thereof

13. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures

14. Assessment Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Ongoing Modifiability of Criteria, Measures

15. Assessment Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Standards of Measurement

16. Assessment Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Standards of Measurement

17. Assessment Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of A/E

18. Assessment Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Relation Between Objects of A/E

19. Assessment Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Competitive: Beat Each Other Out

20. Summary of Differences Dimension of DifferenceAssessmentEvaluation TimingFormativeSummative Focus of MeasurementProcess-OrientedProduct-Oriented Relationship Between Administrator and Recipient ReflectivePrescriptive Findings, Uses ThereofDiagnosticJudgmental Ongoing Modifiability of Criteria, Measures Thereof FlexibleFixed Standards of MeasurementAbsoluteComparative Relation Between Objects of A/ECoöperativeCompetitive