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Center for Teaching Development (UCSD) Weekly Workshop: Assessment February 21, 2013 ctd.ucsd.edu
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CTD WEEKLY WORKSHOPS:ASSESSMENT
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: http://tinyurl.com/CTDAssessment
Thursday, February 21, 201312:30 – 1:30 pm Center Hall, Room 316
Assessment
Typical Peer Instruction Episode
2
Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-
challengingmultiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers, colored/ABCD voting cards,...
4. The instructor reacts, based on the distribution of votes.
Fixed and Growth Mindsets [1]
The helpless [children] believe that intelligence is a fixed trait: you have only a certain amount, and that’s that. I call this a ‘fixed mind-set.’
The mastery-oriented children think intelligence is malleable and can be developed through education and hard work.
3
Assessment
Fixed, Entity, Performance-oriented
Growth, Malleable, Incremental,Mastery- oriented
Assessment4 Graphic by Nigel Holmes [2]
Assessment5
Assessment6
Assessment7
Assessment8
Assessment9
Assessment10
Assessment11
Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.”
Wikipedia en.wikipedia.org/wiki/Agency_(philosop
hy)
Feedback and Practice that Enhance Learning [3]
Assessment12
Writing – public policy coursePresentations on research – medical anthropology
Instructors’ expertise and bias not clear to students (or
themselves)
Feedback and Practice thatEnhance Learning [3]
Assessment13
Solution: Goal-directed practice coupled with targeted feedback are critical to learning.
Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
Feedback and Practice thatEnhance Learning [3]
Assessment14
Solution: Goal-directed practice coupled with targeted feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.
[p. 127]
[T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.
[p. 141]
Feedback and Practice thatEnhance Learning [3]
Assessment15
Solution: Goal-directed practice coupled with targeted feedback are critical to learning.
practice is goal-directed productive practice
timely feedback feedback at appropriate level
Assessment16
Aside: exploring these characteristics
analogyStudents come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [4])
contrasting casesTeachers must teach some subject matter in depth, providing many examples in which the same is at work and providing a firm foundation of factual knowledge (How People Learn [4])
Contrasting cases
Assessment17
practice is goal-directed
practice not goal-directed
productive practice unproductive practice
timely feedback untimely feedback
feedback at appropriate level
feedback not at appropriate level
18 collegeclassroom.ucsd.edu #tccucsd
Practice is goal-directed Practice is not goal-directed
sport/hobby
education
Rubrics
Assessment19
Needs to be given BEFORE and BUILT INTO assignment Outlines what it takes to improve: path to
improvement “reasonable yet challenging goal” [3] Use to support growth mindsets
Assessment20
Clicker question
Assessment21
Does this rubric foster aA) fixed mindsetB) growth mindsetC) neitherD) both
Assessment22
Teaching Statement Rubric
Goals for student learning
Enactment of goals (teaching method)
Assessment of goals (measuring student learning)
Creating an inclusive learning environment
Structure, rhetoric and language
ExcellentNeedsWork
Weak
Take Away
Assessment23
Plan your course (learning outcomes, assessments and activities)
Carl Wieman Science Education Initiativecwsei.ubc.ca
Take Away
Assessment24
Plan your course (learning outcomes, assessments and activities)
Motivation and Expertise Growth mindset is necessary for deliberate
practice, development of expertise Behave in the classroom
Rewarding errors, etc. Take care to support and be sensitive to
minority experiences be aware of your own mindset towards your
students’ ability to learn your discipline
References
Assessment25
1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43.
2. Nigel Holmes http://nigelholmes.com/home.htm
3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass.
4. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
