1. New Faculty Orientation August 2015 Assessment: Challenges and Opportunities

2. MY FIRST TEST HOPE I PASS!

3. APGAR SCORE The First Test! n n Encompasses Sound Assessment:   Establishes a Benchmark   Identifies Strengths and Weaknesses   Calls for Action   Measures the Impact of Action

4. 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) (Braskamp and Ory, 1994)

5. GRADING PRACTICES: GRADING PRACTICES: The Early Days n n Optime (honor men) n n Second Optime (pass men) n n Inferiores (charity passes) n n Pejores (unmentionables) Yale 1783 Yale 1783

6. Types of Scoring Methods n Criterion-referenced  Provides absolute comparisons  Describes student performance in relation to pre-set standard n Norm-referenced  Provides relative comparisons  Describes individual performance in comparison to others

7. Types of Assessments n Formative assessment The goal of formative assessment is to monitor student learning n Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit

8. Assessment Drives BOTH Teaching and Learning Teaching / Learning BUILDING THE BRIDGE A ssessment Methods

9. VALIDITY n n What Validity represents n n How we establish Validity   Meaningful activities   Representativeness   Appropriate format

10. RELIABILITY n n What Reliability represents n n How we establish Reliability   Criteria for scoring   Acknowledging subjectivity   Sufficient opportunities

11. USABILITY n n Reasonable frequency n n Provision for feedback n n Appropriate weightings

12. GRADING n n Grading that reflects the actual ability of the student n n Grading as a personal communication

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

14. COLLABORATIVE LEARNING SCORING RUBRIC n n 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

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

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