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INTO ASSESSMENT
Phillipson | ITSI 2016
DRAWING STUDENTS
Teachers’ Lounge | November 8, 2017
ON THE MENU TODAYRECAP OF PREVIOUS TL
RATIONALE FOR DRAWING STUDENTS INTO ASSESSMENT
TACTICS FOR DRAWING STUDENTS INTO ASSESSMENT
FOCUS ON A RUBRIC, MAKING IT PARTICIPATORY
CODA FANTASY: STUDENTS GRADING THEMSELVES
WHY RUN PEER ASSESSMENT?
LEARNING BENEFITS OF PEER ASSESSMENT
Merely ‘telling’ students what is right and wrong in their work, and how it might be improved, will not on its own enhance learning nor develop deep learning expertise.
If students are to learn from feedback, they must have opportunities to construct their own meaning from the received message: they must do something with it, analyze it, ask questions about it, discuss it with others and connect it with prior knowledge.
Nicol, D., et. al. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39:1.
LEARNING BENEFITS OF PEER ASSESSMENT
BENEFITS OF CONSTRUCTING AND GIVING PEER FEEDBACK
STUDENTS WHO WRITE REVIEWS WRITE BETTER PAPERS
WRITING IMPROVED MORE BY GIVING THAN RECEIVING FEEDBACK
HELPS PRACTICE INTERPRETATION, PROBLEM-SOLVING, EXPLANATION
STOKES REFLECTION AND LEARNING TRANSFER
Research suggests….
WHY RUN PEER ASSESSMENT?TO DRAW STUDENTS INTO ASSESSMENT!
WHY DRAW STUDENTS INTO ASSESSMENT?
ASSESSMENT LITERACYASSESSMENT OF LEARNING ASSESSMENT FOR LEARNING
“Students need to understand the purpose of assessment and how it connects with their learning trajectory. Second, they need to be aware of the processes of assessment and how they might affect students’ capacity to submit responses that are on-task, on-time and completed with appropriate academic integrity. Third, opportunities for them to practise [sic] judging their own responses to assessment tasks need to be provided so that students can learn to identify what is good about their work and what could be improved.”
Smith, C.D. et. al. (2013). Assessment literacy and student learning: The case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education (38:1).
METACOGNITION
OTHER WAYS TO DRAW STUDENTS INTO ASSESSMENT
LEVERAGING EXAMS
COLLECTIVE EXAM PREP
Mark Phillipson, Columbia University
LEVERAGING EXAMS
COLLECTIVE TESTING
STUDENTS GENERATE LIST OF QUESTIONS THEY EXPECT ON THE TESTINSTRUCTOR FASHIONS A TEST OUT OF THE QUESTIONSSTUDENTS TAKE THE TEST INDIVIDUALLYTHEY THEN RE-TAKE THE TEST IN GROUPSGRADING REWARDS GROUPS THAT COLLECTIVELY IMPROVE
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Barkley, E., Major, C. and Cross, K. (2014) Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass..
LEVERAGING EXAMS
RANDOMLY DESIGNATED TEST-TAKERS
STUDENTS FORM TEST-TAKING TEAMSTEAM MAKES SURE EVERYONE’S READY TO TAKE THE TESTONE MEMBER CHOSEN AT RANDOM TO BE THE TEAM TEST-TAKERALL TEAM MEMBERS RECEIVE THE GRADE S/HE EARNS
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Bartlett, R.L. (1995). A flip of the coin. a roll of the die: An answer to the free-rider problem in economic instruction. The Journal of Economic Education, 26(2), 131-139. .
LEVERAGING EXAMS
EXAM WRAPPERS
Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University. Accessed at https://www.cmu.edu/teaching/designteach/teach/examwrappers/ .
For more information on using exam wrappers in your course or for help in designing an exam wrapper handout, please contact Dr. Marsha Lovett, Associate Director, Faculty Development, Eberly Center for Teaching Excellence. http://www.cmu.edu/teaching/eberly/index.html
33-111 Physics Post-Exam Reflection Name: _____________________
As with the first exam, this activity is designed to give you a chance to reflect on your exam
performance and, more importantly, on the effectiveness of your exam preparation. Again, please
answer the questions sincerely. Your responses will be collected to inform the instructional team;
they will have no impact on your grade.
1. Approximately how much time did you spend preparing for this exam? _______
2. What percentage of your test-preparation time was spent in each of these activities?
a. Reading textbook section(s) for the first time _______
b. Re-reading textbook section(s) _______
c. Reviewing homework solutions _______
d. Solving problems for practice _______
e. Reviewing your own notes _______
f. Reviewing materials from blackboard _______
(What materials? _____________________ )
g. Other _______
(Please specify: ______________________ )
3. What aspect(s) of your preparation for this exam seemed different from your exam 1
preparation? Did these changes have any effect?
4. Now that you have looked over your graded exam, estimate the percentage of points you lost
due to each of the following (make sure the percentages add up to 100):
a. Trouble with vectors and vector notation _______
b. Algebra or arithmetic errors _______
c. Problem with force-body diagram _______
d. Lack of understanding of the concept _______
e. Not knowing how to approach the problem _______
f. Careless mistakes _______
g. Other _______
(Please specify: ______________________ )
5. Students sometimes have difficulty drawing appropriate force-body diagrams and applying
Newton’s second law appropriately. Was either of these a difficulty for you (check question 2
on the exam)? If so, try to self-assess your understanding: Identify what aspect of these skills
are causing you difficulty and what you can do to improve your ability to solve problems
using these skills.
PLEASE CONTINUE ON THE BACK ON ANY QUESTION WHERE YOU NEED MORE ROOM.
USING RUBRICS
WHERE TO START?!
Association of American Colleges & Universities. VALUE Rubrics. Available online at https://www.aacu.org/value-rubrics .
USING RUBRICS
Excellent Competent Needs work UnacceptableExemplary Developing
A B C FDimension 1Dimension 2Dimension 3Dimension 4
INTRODUCING A RUBRIC TO STUDENTS
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. .
USING RUBRICS
INTRODUCING A RUBRIC TO STUDENTS
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. .
PRESENTATION MODEL PASS AROUND BEFORE ASSIGNMENT, FIELD QUESTIONS
FEEDBACK MODEL PASS AROUND BEFORE ASSIGNMENT, SOLICIT REVISIONSSTUDENT-CREATED MODEL DESCRIBE ASSIGNMENT, STUDENTS GENERATE RUBRIC
USING RUBRICS
STUDENT USE OF RUBRICS
APPLY TO SAMPLE ASSIGNMENTS BASIS OF ‘WRAPPER’ REFLECTION WITH SUBMITTED ASSIGNMENTSTUDENT APPLIES RUBRIC TO OWN WORK STUDENT SUGGESTS RUBRIC REVISION AFTER COMPLETING WORK
Cook-Sather, A., et al. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass.
OPENING UP PARTICIPATION
PARTICIPATION RUBRIC
High Medium Low
Dimension 1
Dimension 2
Dimension 3
PARTICIPATION RUBRIC
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. .
OPENING UP PARTICIPATION
PARTICIPATION
Credit: Mark Phillipson, Columbia
OPENING UP PARTICIPATION
PARTICIPATION
Amanda Irvin, Adam Nemmers, Texas Christian University
OPENING UP PARTICIPATION
PARTICIPATION RUBRIC
High Medium Low
Dimension 1
Dimension 2
Dimension 3
PARTICIPATION RUBRIC
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. .
OPENING UP PARTICIPATION
PARTICIPATORY RUBRIC
High Medium Low
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. .
THE ULTIMATE FANTASY: STUDENTS GRADING THEMSELVES
STUDENTS GRADING THEMSELVES
Nilson, L. (2013). Creating Self-Regulated Learners. Sterling, Virginia: Stylus Publishing. .
SPECIFICATIONS GRADING
A B C FDimension 1Dimension 2Dimension 3Dimension 4
Full credit No creditTaskTaskTaskTask
STUDENTS GRADING THEMSELVES
A RATIONALE FOR SPECIFICATIONS GRADING
STUDENTS GRADING THEMSELVES
Nilson, L. (2013). Creating Self-Regulated Learners. Sterling, Virginia: Stylus Publishing. .
SPECIFICATIONS GRADING INITIAL UNDERSTANDING
VISUAL REPRESENTATIONTHINKING PROCESS
EXAM REVIEW SHEETSTUDY GAME PLANLEARNING JOURNALLETTER TO FUTURE STUDENTINITIAL UNDERSTANDING REVISIT
Full credit No creditTaskTaskTaskTask
STUDENTS GRADING THEMSELVES
Nilson, L. (2013). Creating Self-Regulated Learners. Sterling, Virginia: Stylus Publishing. .
SPECIFICATIONS GRADING INITIAL UNDERSTANDING
VISUAL REPRESENTATIONTHINKING PROCESS
EXAM REVIEW SHEETSTUDY GAME PLANLEARNING JOURNALLETTER TO FUTURE STUDENTINITIAL UNDERSTANDING REVISIT
Full credit No creditTaskTaskTaskTask
SOME RESOURCES
Cook-Sather, A., et al. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass. Available to check out at CTL, 212 Butler
Ambrose, S., et. al. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. 2nd ed. San Francisco: Jossey-Bass. Available to check out at CTL, 212 Butler
Stevens, D. and Levi, A. (2013). Introduction to Rubrics. 2nd. ed. Sterling, Virginia: Stylus Publishing. Available to check out at CTL, 212 Butler .
Nilson, L. (2013). Creating Self-Regulated Learners. Sterling, Virginia: Stylus Publishing. Available to check out at CTL, 212 Butler . Smith, C.D. et. al. (2013). Assessment literacy and student learning: The case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education (38:1). Available via CLIO.
Association of American Colleges & Universities. VALUE Rubrics. Available online at https://www.aacu.org/value-rubrics
