1. RI Apr. 16, 20041 Going Beyond Grades Defining Assessments and Outcomes for Learning April 16, 2004 Dr. Spencer Benson Center for Teaching Excellence University of Maryland College Park, MD

2. RI Apr. 16, 20042 Learning Is a Life-long Process Womb Tomb

3. RI Apr. 16, 20043 Tentative Map Student Learning Background on Assessments Use of Assessment Some Electronic Tools for Assessment E-portfolios Discussion Q & A

4. RI Apr. 16, 20044 First Principle of Learning Students come the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences. How can we use assessment to address this

5. RI Apr. 16, 20045 What is true for our students is true for us. We view assessment through the lens of our own experiences. We tend to use what we know or experienced, or expect. If they worked for us they must be OK. When we gain information we change. Knowledge and wisdom are wonderful things.

6. RI Apr. 16, 20046 Fish is Fish

7. RI Apr. 16, 20047 Fish is Fish

8. RI Apr. 16, 20048

9. 9

10. 10 Birds

11. RI Apr. 16, 200411 Cows

12. RI Apr. 16, 200412 People

13. RI Apr. 16, 200413 Students are not US!!

14. RI Apr. 16, 200414 Second Principle of Learning To develop competence in an area of inquiry, students must: have a deep foundation of factual knowledge, understand facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and applications. How do we assess these? Factual knowledge Understand ideas Ability to organize knowledge Think critically Ability to apply knowledge

15. "Teaching is leading students into a situation in which they can only escape by thinking"

16. RI Apr. 16, 200416 Assessment = Grades ? Assessment Grades There are many forms of assessment High stakes outcome performance based assessments Informal Checks Observations Quizzes Assignments Performance tasks for Understanding Dialogues Tests Projects Capstone projects

17. RI Apr. 16, 200417 Assessments There are many forms of assessment Formative ----------------------------Summative Informal Checks Observations Quizzes Assignments Performance tasks for Understanding Dialogues Tests Projects Capstone projects

18. RI Apr. 16, 200418 Two Simple Definitions Formative assessments The things we do to help learning occur Summative assessments The data points we take to see how much students have learned. How do we connect learning and assessment?

19. RI Apr. 16, 200419 Connections: How do accomplish it? TeachingAssessments Student Learning Course Structure

20. RI Apr. 16, 200420 Connections: How do accomplish it? Teaching Assessments Student Learning Course Structure

21. RI Apr. 16, 200421 Connections: Integrated-Connected Teaching pedagogies technology Assessments formative summative Student Learning content skill Course Structure Curriculum Structure

22. RI Apr. 16, 200422 Work Backwards Define the learning goals What do you want student to know or be able to do? Define the assessments How would you know that they (students) know or can do something? Design the learning activities that will help students accomplish the goals If you want student to know how to fish, take them fishing.

23. RI Apr. 16, 200423 Defining Outcomes Define the learning goals What do you want student to know or be able to do? This is often the most difficult task. It is do able ! NAS science standards ASM guidelines QUE project http://www.gsu.edu/~wwwque/

24. RI Apr. 16, 200424 Define the learning goals What do you want student to know or be able to do? Define the assessments How would you know that they (students) know or can do ________ ? Design the learning activities that will help students accomplish the goals If you want student to know how to fish, take them fishing. Work backwards

25. RI Apr. 16, 200425 Define Summative Assessments How would you know that (students) know or can do something? What evidence would be acceptable? Types of evidence Grades on a test Demonstration of a skill Winning a competition Developing a portfolio Must be practical, doable, and can it be evaluated? Will it?

26. RI Apr. 16, 200426 Define the learning goals What do you want student to know or be able to do? Define the assessments How would you know that they (students) know or can do something? Design the learning activities that will help students accomplish the goals Work backwards

27. RI Apr. 16, 200427 Linking Learning and Assessment Using assessment as a teaching tool BSCI122 Microbes and Society Gen-Ed Science Course Goals: science literacy, science appreciation, the global nature of science Assessments Essay questions science in their own words Reading science in the news (writing) EAST HIV/AIDS poster project

28. RI Apr. 16, 200428 EAST HIV/AIDS Project (2004) Student teams (3-4 students) develop an information poster on HIV/AIDS in East Asian Countries China(rural), China(urban), South Korea, Japan, Vietnam, Taiwan, Philippines, Thailand, Used a web-based tool Keep Tool Kit ( Carnegie Knowledge Media Lab) Common template

29. RI Apr. 16, 200429 Keep Template BSCI122

30. RI Apr. 16, 200430 Learning Is a Life-long Process Womb Tomb

31. RI Apr. 16, 200431 Technology for Teaching & Learning Communication Email Discussion Chat Motivation On-line quizzes Reality simulator Gaming simulators It can be a distracter Using a tool is not always good It take time and effort The key is to connect the activity to learning

32. RI Apr. 16, 200432 Technology Learning Activities Resources Calibrated Peer Review http://cpr.molsci.ucla.edu/ IMMEX http://www.immex.ucla.edu/ KEEP tool kit http://www.carnegiefoundation.org/KML/K EEP/index.htm http://www.carnegiefoundation.org/KML/K EEP/index.htm

33. "Teaching is leading students into a situation in which they can only escape by thinking"

34. RI Apr. 16, 200434 A Taxonomy of Learning Important and integral components Reflection Information Knowledge Integration Information Knowledge Connections Social Information Knowledge Connections Social networks (broad context)

35. RI Apr. 16, 200435 E-Portfolios An electronic portfolio, or E-Portfolio, is a purposeful collection of artifacts and reflections that documents students learning, knowledge and growth. It is assembled, stored, and retrievable via various electronic means and can include a variety of media formats. It can be use as a means to document student learning and performance.

36. RI Apr. 16, 200436 E-Portfolio Elements Design Layout, content, reflection, artifacts Semantics Searchable, interconnectivity, LMS Factoring Enterprise systems, open source, access Community Connections Decentralization Ownerships, maintenance, portability Darren and Barbara Cambridge (AAHE)

37. RI Apr. 16, 200437 Some E-Portfolio Websites AAHE E-portfolio site http://webcenter1.aahe.org/electronicportfolios/in dex.html http://webcenter1.aahe.org/electronicportfolios/in dex.html UM-Madison http://portfolios.education.wisc.edu/ List of University sites http://wiscinfo.doit.wisc.edu/ltde/ORFI/eportfoli o/Links.htm http://wiscinfo.doit.wisc.edu/ltde/ORFI/eportfoli o/Links.htm An E-portfolio scoring rubric http://www.uwstout.edu/soe/profdev/eportfolioru bric.html http://www.uwstout.edu/soe/profdev/eportfolioru bric.html

38. Thank You Spencer Benson, Ph.D. Director, Center for Teaching Excellence University of Maryland College Park Email - sbenson@umd.edusbenson@umd.edu Phone - 301-314-1288 Website - http://www.cte.umd.eduhttp://www.cte.umd.edu "Teaching is leading students into a situation in which they can only escape by thinking"