1. McNeese State University
Professional Development Opportunity
Assignment Design
January 10, 2019

2. What assessments do you use to measure what students know and can do within your courses?

3. Are the majority of your assessments graded by: 1
Are the majority of your assessments graded by: 1. Scantron, checklist 2. Rubric

5. Is your class rigorous or difficult?

6. Discuss the following:
Introduce yourself
Name
College
Courses you teach including if they are face-to-face or online
Discuss the following:
what assignments you currently take for a grade
if your class rigorous or difficult
How many of you attended the active learning session? Anyone one to give some thoughts about what active learning is as context for the last question?

7. Guess that tune…. John Fred and His Playboys---Judy in disguise

8. The Value of Exams and Assignments
Opportunity to develop an extended argument
Depth over breadth
Capacity to develop critical- thinking skills of interpretation, application, and evaluation
Problem-based learning with inquiry
Assurance students have attained the appropriate knowledge

9. The Limitations of Exams and Assignments
Merely summative
A measure of capacity to recall information under stress
Often reproduction rather than transformation of information
Time consuming to assess
Highly subjective
Often occurs at the end and leaves no opportunity for students to make use of the feedback
Often one-off and fails to require students to make note of, and utilize, feedback (value added)

10. Characteristics of a Model Assignment
Create assignments which directly relate to accomplishing the course objective.
More details equals higher quality of student final project.
Give incremental due dates.
Allow students to brainstorm topics.
Give examples.
Share student evaluation tools.

11. Guess that tune…. Wild Cherry—Play that funky music

12. Creating assignments that are worth grading…

13. Content knowledge, alignment, and rigor
Implement quality instruction so that students construct meaning for themselves and apply what they learn in more than one context and to unpredictable situations.
Content
Identify what content your students should master by the end of your course.
Alignment
Determine what professional skills your students should be competent in at the end of their program. 13

14. Students are expected to learn at high levels
Students are supported so he/she can learn at high levels
Students demonstrate learning at high levels

15. Guess that tune…. 8675309/jenny – tommy tutone

16. Integrative Learning Assignments
Day-to-Day Integrative Learning
Short Term Integrative Learning
Long Term Integrative Learning
Connections to experience
Connections across disciplines
Transfer of skills
Integrated communication
Reflection and self-assessment

17. Example of Assignments
assignment-examples.html

18. Examples of Integrative Assignments
om/integrative-learning-assignment- examples.html 18

19. Guess that tune…. Vanilla ice- ice ice baby

20. Creating Assignments Consider your learning objectives
Design assignments that are interesting and challenging
Double-check alignment
Name assignments accurately
Consider sequencing
Think about scheduling

21. Creating Assignments Continued
Check feasibility
Articulate the task description clearly
Establish clear performance criteria
Specify the intended audience
Specify the purpose of the assignment
Specify the parameters

22. Guess that tune…. Gnarles Barkley- crazy 2006

24. Using rubrics to grade, assess, and improve student learning.

25. What do all of the songs played throughout
the presentation have in common?
One hit wonder:
A TEST
A course