1. New Faculty Orientation August 2019
Assessment:
Challenges and Opportunities
Title page for the presentation
Thank you for invitation
Thanks to Dr. Kesarwani fro supporting an event
The need for faculty across all factulties to have an opportunity ..
To address challenging issues

2. 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)
This not current
However very much embraces the sprit of new authentic or alternative

3. Second Optime (pass men) Inferiores (charity passes)
Historical Baggage:
Optime (honor men)
Second Optime (pass men)
Inferiores (charity passes)
Pejores (unmentionables)
Yale 1783
Prior to this read from the book

4. Pillars of Sound Assessment
Transparency
Standardization

5. Learning Outcomes
State the relationship between Learning Outcomes and Assessment Activities
Identify methods for incorporating Bloom’s Cognitive Taxonomy into assessment methods
Identify strategies for constructing effective MCQ test items including methods for writing items at higher cognitive levels
Apply the results of Item Analysis to ensure the effectiveness of test items and to help identify items which test at higher cognitive levels
Identify strategies to help test takers perform at optimal levels to ensure valid test scores

6. Bloom’s Taxonomy Knowledge: Recalling facts
Comprehension: Demonstrating understanding
Application: Transferring previous learning to solve new problems
Analysis: Understanding the organizational structure
Synthesis: Applying knowledge or skills to create something new
Evaluation: Applying judgment

7. Types of Assessments Formative assessment
The goal of formative assessment is to monitor student learning
Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit
Criterion what does the student know
Norm what does he know related to others
What sustains bell curving
Meyer med
22 above superior
3 excellent
22 inferior
3 failure
Mensa and Densa
The appeal of nature’s distribution
Grade inflation
Fear of success

8. Assessment Drives BOTH Teaching and Learning Teaching / Learning BUILDING THE BRIDGE Assessment Methods
Impacts on student perception of the role of assessment
Makes assessment a method for grades
Experienced as divorced from learning

9. RELIABILITY What Reliability represents How we establish Reliability
Criteria for scoring
Acknowledging subjectivity
Sufficient opportunities
The concept of reliability addresses the question to what extent does a particular score a candidate obtains in an assessment context actually reflect the candidate’s “true score”. The true score refers to the score a candidate would get in a perfect world where such factors such as the technical characteristics of the test, the abilities of the assessors, the testing conditions and the motivation of the candidate were perfect in nature.
Reliability co-efficient ranged from 0.0 to The higher the co-efficient the more reliable the test scores are and consequently the more valid the pass-fail decisions. Coefficients in the range of .70 to .80 are highly desirable for licensure decisions. There are a number of reliability co-efficients one could use but the most common are internal consistency estimates of reliability. Such coefficients provide evidence of how well the assessment instrument is measuring a single underlying construct such as case history skills or physical examination skills. These coefficients are generated through the application of statistical techniques and are commonly part of the output of any item analysis procedure.
In performance-based examinations (like ours) the issue of reliability is most concerned with the reliability of the judgements and therefore scores made by the assessors. In order to enhance reliability co-efficient and therefore the confidence we have in our past /fail decisions there are a number of strategies we employ. First, we have well developed checklists that are clear and unambiguous. Second, we have highly competent practitioners as examiners who receive extensive training for each administration. Finally, the reliability of our scores is enhanced by our practice of reviewing the videos of candidate's who have fallen below the cut-scores.

10. VALIDITY What Validity represents How we establish Validity
Meaningful activities
Representativeness
Appropriate format

11. USABILITY Provision for feedback Appropriate weightings
Reasonable frequency
Provision for feedback
Appropriate weightings
You can probably elaborate on these areas quite well

12. Types of Scoring Methods
Criterion-referenced
Provides absolute comparisons
Describes student performance in relation to pre-set standard
Norm-referenced
Provides relative comparisons
Describes individual performance in comparison to others
Criterion what does the student know
Norm what does he know related to others
What sustains bell curving
Meyer med
22 above superior
3 excellent
22 inferior
3 failure
Mensa and Densa
The appeal of nature’s distribution
Grade inflation
Fear of success

13. GRADING Grading that reflects the actual ability of the student
Grading as a personal communication
Show video sequences

14. Feedback on your Assessment
Selective response
Item Analysis
Constructive response
Descriptive stats
Peer/Student feedback

15. Item Analysis Example
Prop. Answering Correctly: 0.74 Discrimination Index: 0.42 Point Biserial: 0.40
Alt.
Total Ratio
Low (27%)
High (27%)
Point Biserial
Key A
0.74
0.44
0.86
0.40 * B
0.09
0.17
0.03
-0.13 C
0.04
0.06
0.08
-0.03 D
0.13
0.33
-0.38 E
0.00
Other
We need to reflect

16. COLLABORATIVE LEARNING SCORING RUBRIC
4- Thorough Understanding
3- Good Understanding
2- Satisfactory Understanding
1- Needs Improvement

17. COLLABORATIVE LEARNING SCORING RUBRIC
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

18. COLLABORATIVE LEARNING SCORING RUBRIC
1- Needs Improvement
Works only when prompted
Contributes only when prompted
Needs reminders to be sensitive to others
Participates in needed changes when prompted

19. Summary Suggestions Integrate assessment into your teaching
Seek out feedback regarding your assessment techniques
Attempt to introduce one new assessment technique