1 assessing for learning workshop presented at ccri february 23, 2005 peggy maki, ph.d....
TRANSCRIPT
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Assessing for Learning Workshop
Presented at
CCRI
February 23, 2005
Peggy Maki, Ph.D.
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Anchoring the Commitment
Integration of Teaching, Learning, and Assessing
Collective Articulation of Learning Outcome Statements
Development of Maps and Inventories
Identification and Alignment of Assessment Methods
Topics Covered
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Anchoring the Commitment
Assessment? It’s simple: you figure out what they want; find the quickest, least damaging way to respond; send off a report; and then forget it.
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Origin of the Commitment
External Internal
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How do you learn?
List several strategies you use to learn:
_________________________________________________________________________________________________________________________________________________________________________
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Research on Learning that Anchors the Commitment Learning is a complex process of
interpretation-not a linear process
Learners create meaning as opposed to receive meaning
Knowledge is socially constructed (importance of peer-to-peer interaction)
National Research Council. Knowing What Students Know, 2001.
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People learn differently—prefer certain ways of learning (learning inventories)
Deep learning occurs over time—transference
Meta-cognitive processes are a significant means of reinforcing learning (thinking about one’s thinking)
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Learning involves creating relationships between short-term and long-term memory
Transfer of new knowledge into different contexts is important to deepen understanding
Practice in various contexts creates expertise
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Integrated Learning….
Cognitive
AffectivePsychomotor
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Specific Questions that Guide Assessment
What do you expect your students to know
and be able to do by the end of their program of study or by end of their education at your institution?
What do the curricula and other educational experiences “add up to?”
What do you do in your classes or in your programs to promote the kinds of learning or development that the institution seeks?
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Questions (con’d)
Which students benefit from various teaching/learning strategies or educational experiences?
What educational processes are responsible for the intended student outcomes the institution seeks?
How can you help students make connections between classroom learning and experiences outside of the classroom?
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Questions, con’d:
What pedagogies/educational experiences develop knowledge, abilities, habits of mind, ways of knowing/problem solving?
How are curricula and pedagogy designed to develop knowledge, abilities, habits of mind, ways of knowing?
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How do you intentionally build upon what each of you teaches or fosters to achieve programmatic and institutional objectives—contexts for learning?
What methods of assessment capture desired student learning--methods that align with pedagogy, content, curricular and instructional design?
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Integration of Teaching, Learning, and Assessing Pedagogy
Curricular design
Instructional design
Educational tools
Educational experiences
Students’ learning histories/styles
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Scholarly teaching is an intellectual activity designed
to bring about documented improvements in student learning. Scholarly teaching reflects a thoughtful engagement and integration of ideas, examples and resources, coupled with pedagogically informed strategies of course design and implementation to bring about more effective teaching and learning. Scholarly teaching documents the effectiveness of student learning in a manner that models or reflects disciplinary methods and values.
Example of a Principles of Commitment Statement
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exhibits curiosity about his/her students, student learning and students’ learning environments
identifies issues/ questions (problems) related to some aspect of student learning
develops, plans and implements strategies designed to address/enhance student learning
The Scholarly Teacher….
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documents the outcomes of his/her strategies using methodology common to the discipline
reflects upon and shares with others his/her ideas, designs, strategies, and outcomes of his/her work
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consistently and continually builds upon his/her work and others (i.e., process is iterative)
(Statement developed by the University of Portland 2002 AAHE Summer Academy Team and contributed by Marlene Moore, Dean, College of Arts and Sciences)
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Collective Articulation of Learning Outcome Statements
List the desired kinds of knowledge, abilities, habits of mind, ways of knowing, and dispositions that you desire your students to demonstrate:
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What Is a Learning Outcome Statement?
Describes learning desired within a context
Relies on active verbs (create, compose, calculate)
Emerges from our collective intentions over time
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Can be mapped to curricular and co-curricular practices (ample, multiple and varied opportunities to learn over time)
Can be assessed quantitatively or qualitatively during students’ undergraduate and graduate careers
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Is written for a course, program, or institution
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Levels of Learning Outcome Statements
Institution-level Outcome Statements
Department-,Program-, Certificate-level Outcome Statements
Course/Service/Educational Experience Outcome Statements
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Distinguishing between Objectives and Outcomes
Objectives state overarching expectations such as--
Students will develop effective oral
communication skills.
OR
Students will understand different
economic principles.
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Example from ABET
Design and conduct experiment ; analyze and interpret data
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Compare:
Students will write
effectively.
Students will compose a range of professional documents designed to solve problems for different audiences and purposes.
to
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Compare:
Students will write
effectively.
to Students will summarize recent articles on economics and identify underlying economic assumptions.
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Example from ACRL
Literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge and value system.
ONE OUTCOME: Student examines and compares information from various sources in order to evaluate reliability, validity,accuracy, timeliness, and point of view or bias.
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Ways to Articulate Outcomes
Adapt from professional organizations
Derive from mission of institution/program/department/service
Derive from students’ work that demonstrates interdisciplinary thinking, ways of knowing, or problem solving
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Derive from faculty to faculty interview process
Derive from exercise focused on listing one or two outcomes “you attend to”
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Characteristics of A Good Outcomes Statement
Describes learning desired within a context
Relies on active verbs (analyze, create, compose, calculate, construct)
Emerges from our collective intentions over time
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Can be mapped to curricular and co-curricular practices (ample, multiple and varied opportunities to learn over time)
Can be assessed quantitatively or qualitatively during students’ undergraduate and graduate careers
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Write several outcome statements that capture what students should achieve based on your interdisciplinary focus:
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How well do your outcome statements meet characteristics of a good statement?
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Development of Maps and Inventories
• Reveal how we translate outcomes into educational practices offering students multiple and diverse opportunities to learn
• Help us to identify appropriate times to assess those outcomes
• Identify gaps in learning or opportunities to practice
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Help students understand our expectations of them
Place ownership of learning on students
Enable them to develop their own maps or learning chronologies
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How will you use maps and inventories?
Discuss team how you will go about the process of developing a curricular or curricular-co-curricular map and how you will label peoples’ entries
Discuss how you might use inventories
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Approaches to Learning
Surface Learning
Deep Learning
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List of Attachments
Questions that examine the educational practices that underlie learning outcome statements
Checklist for outcome statements Dissemination of outcome statements Curricular-co-curricular map Inventories of assessment and educational
practices
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Works Cited
Maki, P. (2004). Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, VA: Stylus Publishing, LLC, and the American Association for Higher Education.
National Research Council. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Washington, D.C.: National Academy Press