Course-Embedded Assessment

2

Workshop Objectives

By the end of the workshop, participants will be able to:

Describe course-embedded assessment.

Identify how goals, alignments, and reporting at the course-level enable course-embedded assessment.

Identify strategies for getting started with course-level assessment.

3

Workshop Objectives

By the end of the workshop, participants will be able to:

Discuss how goals are added to the Blackboard Learn System.

Design a content item/goal alignments map.

Recognize which types of content items may be aligned with goals.

4

Workshop Objectives

By the end of the workshop, participants will be able to:

Align goals to content items.

Identify which course-level reports supply course-level analytics for student learning/goal coverage.

5

1. Course-embedded assessment2. Strategies for getting started3. Align goals to content items4. Classroom Assessment Techniques5. Course-level reports

Roadmap

66

ASSESSMENT

77

Collection of data about what and how students are learning, using activities that take place within a

classroom environment

Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.

Course-Embedded Assessment

88

Data collection time reduced

Motivate students

Timely feedback

Provide instructors with feedback on instructional strategies and course design

Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.

Course-Embedded Assessment

9

Step 1: Planning

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

1010

C A Tlassroom ssessment echniques

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

1111

The Muddiest Point

The One-Sentence Summary

Directed Paraphrasing

Application Cards

The Minute Paper

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

12

Step 2: Implementing

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

13

Step 3: Responding

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

1414

2. Focus on an assessable goal

3. Plan classroom assessment project

4. Teach target lesson

5. Collect feedback data

6. Analyze feedback data

7. Interpret the results

8. Communicate results

9. Evaluate the project’s effect(s)

1. Choose one class

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

15

Teaching aims

Motivation

Good instructional practice

Shared vocabulary

Network

Advantages of Starting with Goals

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

16

Complex

Time-consuming

Overwhelming

Difficult

Broad

Disadvantages of Starting with Goals

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

17

Systems administrator turns on Goals tool and imports or creates goals.

Instructors align course content to one or multiple goals.

Align Goals to Content Items

18

Discussion BoardsLearning Modules

Lesson plansFolders

BlogsJournals

Tests Individual test questions

AssignmentsGrade Center columns

Align Goals to Content Items

19

Align Goals to Content Items

20

Align Goals to Content Items

21

Align Goals to Content Items

22

Align Goals to Content Items

23

Align Goals to Content Items

24

Align Goals to Content Items

25

26

Align Goals to Content Items

27

Align Goals to Content Items

28

Course Name:

Goal/Standard/Competency:

Learning Objective(s):

Learning Activities:

Assessments: Performance Results:

Immediate Action Taken:

Future Action Taken:

Goal Alignments Map

Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.

29

30

Start with assessable goals.

Focus on alterable variables.

Build in success.

Start small.

Get students actively involved.

Ten Guidelines for Success

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

31

Set limits on the time and effort you will invest.

Be flexible and willing to change.

Work with other instructors who share your interests.

Ten Guidelines for Success

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

32

Remember that the students must first learn to give useful feedback—and then must practice doing so.

Enjoy experimentation and risk-taking, not just success.

Ten Guidelines for Success

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

33

Application Cards

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

3434

Course Performance

35

36

37

38

39

1. Course-embedded assessment2. Strategies for getting started3. Align goals to content items4. Classroom Assessment Techniques5. Course-level reports

Roadmap

40

Muddiest Point

Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

41

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for

evaluating cross-functional integration and improving the teaching-

learning process. Issues in Accounting Education, 20(1), 1-19.

References

42

Thank You!

Questions?