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Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
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Assessment Tools and Strategies
Office of Learning & TechnologyPurdue University North Central
Outline
We will cover: Formative vs. summative learning
assessment The meaning behind “authentic
assessment” Quality Matters and aligning
assessments Using technology to enhance our ability
to assess effectively
Assessment Refers To…
Accomplishment of learning objectives Quality of interaction or project work
(measured with rubrics) Knowledge (measured with tests and
exams) Knowledge application (measured with
essay or advanced-level tests) Experience with technology Course Instructor
Formative and Summative Assessment
FORMATIVE
Helps you get a handle on how the course and/or students are doing at any given point
Gives you a chance to correct something if it’s not going as planned
SUMMATIVE
Usually done at the end of a unit or course
Provides a final look at how things went
Determines whether students “pass” or have attained the necessary skills to move on
Should You Assign a Grade to Everything?
Unfortunately, human nature is such that we will typically only do what we have to
Only students that are intrinsically motivated will tend to go beyond
Experience and research shows that most students tend toward extrinsic motivation and perform best when: A grade is involved Completion of a major course requirement is
contingent on participation
Something to Try – Self-Reflection
When students have a chance to reflect on themselves as learners, they may be more inclined to grow and achieve more
Try one of these surveys in class or as an assignment/discussion and see the reaction Felder’s Index of Learning Styles:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Biggs’ Study Process Questionnaire: http://www.johnbiggs.com.au/academic/students-approaches-to-learning/
The Quality Matters Rubric
What Do We Mean by “Alignment”?
Assessments in your course should match up with what students need to know and be able to do
Make sure that the information that you’re testing students on it directly related to this
Nice-to-know information is great, but that’s all it is
Make sure your assessment matches the level of the objective and is not above or below the students’ skill level
Try using Bloom’s Taxonomy
•Evaluationmake judgments based on criteria
•Synthesiscompile information in a new way
•Analysisbreak down information into parts
•Applicationuse information in a new situation
•Comprehensioninterpret information
•Knowledgerecall information
Lower Order Thinking Skills
Higher Order Thinking Skills
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Thinking skill
Action verbs
Student products
Let’s Try Some Alignment!
Let’s try coming up with some assessments for the following objective: “At the end of the unit, students will be
able to create and revise a household budget using Microsoft Excel.”
How about this one? “And end of the course, students will be
able to explain the processes of meiosis and mitosis in the cells of animals and plants.”
Adding Variety to Assessments
Instead of a multiple-choice test of knowledge, try an essay test, a file response test, a project, or a paper
Instead of a case study, try having students go out into the field to find their own case
Provide a problem without a known solution and ask students to explore possibilities
Ask students to interpret concepts through presentations or multimedia creation
Tools to Make it Happen
Quizzes and tests Discussion forums Multimedia (text + images, video,
etc) Presentation tools Digital video and audio E-books, wikis, blogs
Tests in BlackBoard
Can be mobile-capable or browser-only Can be supported through Respondus
LockDown Browser or Respondus Test Creator or from other sections
You can also create tests from scratch Test exceptions allow different settings
for different students See
https://www.pnc.edu/distance/learn-tutorials/ for all videos on tests and Respondus
Mobile Exams in Blackboard
Mobile Exams can be created in Blackboard for use with the Blackboard Mobile Application.
Question types: Multiple Choice True/False Calculated Numeric File Response Hot Spot Fill in Multiple Blanks Short Answer
Mobile exams are integrated into the grade center, similar to a web assessment.
Create a Mobile-Compatible Assessment
Creating a Mobile Assessment Test Link Test Canvas Quiz Settings/Properties
Doing a Project or Discussion? Rubrics can Help!
You can grade using rubrics right within BlackBoard
Rubrics make your job a little easier when grading more extensive assessments
Video tutorials available: https://www.pnc.edu/distance/learn-tutorials/
Try These Model Rubrics
https://www.uwstout.edu/soe/profdev/rubrics.cfm
http://www.cmu.edu/teaching/designteach/teach/rubrics.html
http://jfmueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm
Free Tools Websites
BlackBoard discussion, blog, wiki, Kaltura media tools
WebEx: http://purdue.webex.com Google Docs: http://drive.google.com Prezi: http://www.prezi.com MS Office Templates:
http://office.microsoft.com/en-us/templates/ Screencast-o-matic:
http://www.screencast-o-matic.com Jing and Camtasia: http://www.techsmith.com Wordpress: http://www.wordpress.com SimpleBooklet: http://simplebooklet.com/index-
edu.php
Assessment Resources
Writing good learning objectives: http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives
A great help with coming up with verbiage for your rubrics: http://rubistar.4teachers.org
Kathy Schrock’s guide for educators: http://www.schrockguide.net/authentic-learning.html
Workshop in scenario-based learning and authentic assessment examples: https://sites.google.com/site/workshopctandsblresourcesite/home
Thanks!
Reach us at: [email protected] Twitter and Facebook: @PNCOLT http://www.pnc.edu/distance for all
workshop notes, links, and training needs