New Faculty Orientation August 25, 2014

Making Learning Visible

Josh Caulkins & Elaine Finan Office of Student Learning, Outcomes Assessment

and Accreditation (SLOAA)

Introductions

Please share (briefly):

S  Name and Department

S  Who was the best teacher you had… à Why?

Pop Quiz!

How do you define:

S  Teacher-Centered vs. Learner-Centered Instruction S  Turn to your neighbor on the left and discuss…

S  Quick Share-out

Pop Quiz!

How do you define:

S  Teacher-Centered vs. Learner-Centered Instruction S  Turn to your neighbor on the left and discuss…

S  Quick Share-out

S  Passive-Learning vs. Active-Learning S  Turn to your neighbor on the right and discuss…

S  Quick Share-out

Pop Quiz!

How do you define:

S  Teacher-Centered vs. Learner-Centered Instruction S  Turn to your neighbor on the left and discuss…

S  Quick Share-out

S  Passive-Learning vs. Active-Learning S  Turn to your neighbor on the right and discuss…

S  Quick Share-out

Pop Quiz!

How do you define:

S  Teacher-Centered vs. Learner-Centered Instruction S  Turn to your neighbor on the left and discuss…

S  Quick Share-out

S  Passive-Learning vs. Active-Learning S  Turn to your neighbor on the right and discuss…

S  Quick Share-out

Workshop Outcomes

By the end of this workshop, you will be able to: S  Define and write measurable learning outcomes

S  Create assessments that are aligned to learning outcomes

S  Develop a rubric to measure learning outcomes

Workshop Outcomes

By the end of this workshop, you will be able to: S  Define and write measurable learning outcomes

S  Create assessments that are aligned to learning outcomes

S  Develop a rubric to measure learning outcomes

Student Learning Outcomes 101

Bloom’s Taxonomy

S  Who has heard about this before?

Student Learning Outcomes 101

Bloom’s Taxonomy – Revised (2001) (original 1956)

Student Learning Outcomes 101

Bloom’s Taxonomy

Student Learning Outcomes 101

Bloom’s Taxonomy – “Action verbs” (see handout) Creating: Bloom’s level 6 (highest cognitive skill)

Combine, create, formulate, design, compose, construct, revise, generate Evaluating: Bloom’s level 5 Criticize, compare, contrast justify, conclude, discriminate, support, assess Analyzing: Bloom’s level 4 Differentiate, diagram, estimate, infer, subdivide, discriminate, deduce Applying: Bloom’s level 3 Demonstrate, compute, solve, modify, arrange, relate, classify, predict, use Understanding: Bloom’s level 2 Classify, explain, summarize, convert, generalize, paraphrase, translate Remembering: Bloom’s level 1 (lowest cognitive skill) Identify, name, define, describe, list, match, select, outline, recognize

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Student Learning Outcomes 101

Bloom’s Taxonomy: Nested Learning Outcomes S  1st Course-level outcome (example: Climate Change course)

S  1st Topic-level outcome

S  Lecture-level outcome

S  Activity-level outcome

S  2nd Topic-level outcome

S  Lecture-level outcome

S  Activity-level outcome

S  2nd Course-level outcome S  Repeat

Hint: Course-level outcomes will be on your syllabus (write 3-5!)

Student Learning Outcomes 101

Activity 1: S  “Bloom” the following goals (see activity handout)

S  Post questions or feedback here: http://goo.gl/YKioD9

1

2

3

4

5

6

Student Learning Outcomes 101

Activity 2:

S  Write two learning outcomes for one of the courses you will be teaching this year (Fall 2014 or Spring 2015)

S  Please post here: http://goo.gl/YKioD9

S  Share with your neighbor behind you and discuss.

S  Addition question: Is it measurable? How do you know?

Evaluating Student Learning 101

Evaluating student learning:

S  How are you evaluating your students? S  Evaluation/assessment types S  Multiple-choice vs. Open-ended questions

Evaluating Student Learning 101

Evaluating student learning:

S  How are you evaluating your students? S  Evaluation/assessment types S  Multiple-choice vs. Open-ended questions

S  Summative vs. formative assessment S  Define: Summative – S  Define: Formative –

Evaluating Student Learning 101

Activity 3:

S  Write one test question (multiple-choice or open-ended) AND one project assignment based on two of the learning outcomes you wrote a few minutes ago.

S  Please post here: http://goo.gl/YKioD9

S  Share with your neighbor and discuss

S  Share out with group

Rubrics

What is a rubric? (Who has used a rubric before?)

Rubrics

What is a rubric?

S  Concise, written criteria for an assignment/project

Rubrics

What is a rubric?

S  Concise, written criteria for an assignment/project

S  Makes explicit your expectations of the students

Rubrics

What is a rubric?

S  Concise, written criteria for an assignment/project

S  Makes explicit your expectations of the students

S  Can be used for any assessment type: S  Reading assignments

S  Quizzes/tests

S  Papers/reports/presentations

S  Peer-review

Rubrics

What is a rubric?

S  Concise, written criteria for an assignment/project

S  Makes explicit your expectations of the students

S  Can be used for any assessment type: S  Reading assignments

S  Quizzes/tests

S  Papers/reports/presentations

S  Peer-review

S  Who is the audience for your rubric?

Trait Excellent Good Needs Work Claim (What is happening, is this a good or bad idea, etc…)

Clearly & accurately identifies the type of mass wasting and the local geology.

Identifies the mass wasting type, may or may not include geology, may have some errors.

Mass wasting type is wrong and/or missing. No geology and/or wrong.

Presenting the argument (factors, triggers, data, etc..)

Clearly and accurately identifies the factors and the human impact

Identifies some factors and/or human impact potential, but not both, or may be missing a critical factor.

No factors identified (or only miscellaneous factors). No mention of human impact.

Recommendations (to build or not to build, mitigation options, etc…)

Makes quality & realistic recommendations based on the identified factors

Makes some recommendations, may not be practical or helpful.

No recommendations made.

Syntax & Grammar

Smooth transitions between & within paragraphs, no grammatical errors

Most transitions are smooth, but others are a bit cumbersome or are abrupt, a few grammatical errors

Transitions are cumbersome or abrupt, many grammatical errors.

Audience (this is supposed to be a letter to a non-geologist)

Audience is clearly considered and appropriately applied

Audience is somewhat considered, but sometimes inconsistently

Audience is not considered at all.

Images Images are appropriate & well placed within the text (or the reader is guided to the image).

Images are used, but not clear or easy to follow relative to the text.

No images used to supplement arguments.

Levels of Achievement

Scoring Criteria

Rubric Example: Earth Science project

Rubric Example: Psychology Writing Assignment

Levels of Achievement Scoring Criteria

Levels of Achievement

Scoring Criteria

Rubric Example: Science Assignment

Rubric Example: URI Literacy Rubric Levels of Achievement Scoring

Criteria

Rubrics

Activity 4:

S  Develop a rubric for the project assessment you created earlier (keep it simple) S  Levels of Achievement

S  Scoring Criteria

S  Post questions or feedback here: http://goo.gl/YKioD9

Wrap-Up

We’ve covered…

S  Learning Outcomes

S  Assessments

S  Rubrics

Any Questions?

(Please bring a laptop, tablet or iPad tomorrow if you have one!)

Wrap-Up

We’ve covered…

S  Learning Outcomes

S  Assessments

S  Rubrics

Any Questions?

(Please bring a laptop, tablet or iPad tomorrow if you have one!)

Alignment!