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Producing and Measuring Learning
Presentation to the School of Pharmacy
Russell ButsonHigher Education Development Centre
Feb 2016University of Otago
Points for Discussion
Producing / MeasuringLearning
Rubrics?
Overall Structure Topic-1 - sub -sub -sub
Lectures / Labs
Topic-2 - sub -sub -sub
Lectures / Labs
Topic-3 - sub -sub -sub
Lectures / Labs
Topic-4 - sub -sub -sub
Lectures / Labs
Topic-5 - sub -sub -sub
Lectures / Labs
Teac
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Cou
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Assessment is used to measure learning Topic-1 - sub -sub -sub
Lectures / Labs
Topic-2 - sub -sub -sub
Lectures / Labs
Topic-3 - sub -sub -sub
Lectures / Labs
Topic-4 - sub -sub -sub
Lectures / Labs
Topic-5 - sub -sub -sub
Lectures / Labs
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…in a way its also assumed to produce learning
And therefore it seems reasonable to accept that if assessment produces learning, then by increasing
assessment we will increase learning.
However this is a misconception and confuses the relationship between the production of learning and the measurement of learning.
Topic-1 - sub -sub -sub
Lectures / Labs
Topic-2 - sub -sub -sub
Lectures / Labs
Topic-3 - sub -sub -sub
Lectures / Labs
Topic-4 - sub -sub -sub
Lectures / Labs
Topic-5 - sub -sub -sub
Lectures / Labs
Stud
ent L
earn
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Inde
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Notes, Articles Books, Web resources etc
Measurement of the students skills/ability as at that point in relation to the measures used.
It does not inform you of the processes (dynamic) involved prior to this point.
It is a measure (static) not an indication of the learning/development.
Assessment measures what has been learnt/is known
Topic-1 - sub -sub -sub
Lectures / Labs
Topic-2 - sub -sub -sub
Lectures / Labs
Topic-3 - sub -sub -sub
Lectures / Labs
Topic-4 - sub -sub -sub
Lectures / Labs
Topic-5 - sub -sub -sub
Lectures / Labs
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feedback
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Producing Learning is different than Measuring Learningin
tera
ctio
n
The effective production of learning is typically defined as a developmental process
LearningTask
Guide LearningTask
Guide LearningTask
Guide LearningTask
Guide
Process of Learning - Development
Milestones / Sub-process
FinalProduct
(assessment)(measure)
Example of feedback/feedforward as a guide/catalyst to produce learning – developmental model
LearningSub-Task
1
Guide
feedback
feedforward
Expected Level1
LearningSub-Task
2
feedback
feedforward
Expected Level2
Expected Level3
LearningSub-Task
3
feedback
feedforward
How did I do at this
Part?Suggestionsfor next part
Common approaches to feedback/feedforward
1] Track changes within Word manual / individualistic / situated / ill-structured …Teaching staff respond to student input/direction (ideal with small numbers and where individual guidance is required)
2] Rubric/dataset of responses developed by staff …Students responding/aligning to teacher standards (ideal with large numbers and setting standards)
Basic Rubric – essay
Commonly adopted by universities
More complex feedback/feedforward response sets incorporate meta-cognitive processes.
To create a complex data set of statements/questions that incorporate: Meta-cognitive dimension (Blooms taxonomy), Discipline knowledge, Confidence building & motivational aspects.
Aligned to…
Various achievement levels Feedback Feedforward
Challenge
Setup Blackboard to assign comments by… Level Feedforward Feedforward
Operationalize
Rubrics ?
1] a guide used to evaluate the quality of students' constructed responses(produce learning & measuring learning)
2] contains evaluative criteria, quality definitions for those criteria at particular levels of achievement.
3] They are transparent to both teachers, and student.