Dr. Amy Lane led a workshop on assessment that:
1) Explored concepts related to assessment, discussed contexts and perspectives, and introduced different types of assessment including formative and summative assessment.
2) Described classroom assessment strategies for online courses and how to select assessments aligned with learning objectives.
3) Identified assessment resources for faculty and reflected on learning assessment best practices.
2. Today we are going to…
Explore Concepts Related to Assessment
Discuss Contexts and Perspectives
Introduce Different Types of Assessment
Describe Classroom Assessment Strategies
for online courses
Select Assessments That Align with Learning
Objectives
Identify Assessment Resources for Faculty
Reflect on Learning for the Day
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3. What are some of your early experiences
as a student with assessment?
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4. What types of assessments have you
already used with your teaching?
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5. What is Assessment?
Creative
Active
Original
Artistic
Imaginative
Resourceful
Unique
Demonstrates understanding
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6. Uses of Mind Maps for Assessment
https://www.youtube.com/watch?v=Gm1owf0uGFM
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8. Purpose
Improvement
Accountability
Both?
Benefits
Helps to improve the quality of teaching
and learning
Demonstrates the effectiveness of our
teaching and learning for our
stakeholders
Need to be clear on the purpose before
your conduct assessment
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11. What Decisions Will Your
Assessment Results Inform?
Individual Faculty Member
Are my students learning the most
important things we need them to learn in
this course?
Continuous Quality Improvement
What are the stumbling points?
How might we change what we’re doing
to help students learn more effectively?
Would new pedagogies or resources lead
to improved student learning?
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12. Course Level
Assessment Establishing
Learning
Goals
Provide Learning
Opportunities
Assess Student
Learning
Use the
Assessment
Results
• Aligned with goals of the course
• Focused on thinking and
performance skills
• Developed from research and best
practices on teaching and
assessment methodologies
• Used to improve teaching and
learning
• Used to evaluate and assign
grades to individual students
• Used to tell our story: How well
we meet student needs and
societal needs
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14. Direct Assessments -
Evidence of Student Learning…
Direct
Capstone experiences
Research projects
Final presentation / final exam
Assessment Portfolios
Self-reflection Journal
Computer-simulated tasks
Employer evaluation of student
performance (employer needs = context)
Scores and pass rates on license exams
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15. Indirect Assessments -
Evidence of Student Learning…
Indirect
Course grades
Retention and graduation rates
Placement / employment rates
Alumni satisfaction ratings
Student satisfaction ratings
Overall employer satisfaction ratings of
graduates from that college
Graduate school entrance rates
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16. Ten Categories of
Assessment
Techniques
From Classroom Assessment Techniques, Angelo &
Cross, 1993
1. Prior Knowledge and Understanding
2. Analysis and Critical Thinking
3. Synthesis and Critical Thinking
4. Problem Solving
5. Application and Performance
6. Students’ awareness of their Attitudes
and Values
7. Student’s Self-awareness as Learners
8. Course Related Learning Techniques
9. Learner Reactions to Teaching
10.Learner Reactions to Class
Assignments, Activities, Materials
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17. Assessment Strategies to Consider
If you want to assess…
1. Knowledge, conceptual understanding
or analysis skills
2. Thinking and Performance
3. Attitudes, values, dispositions
4. Overall picture of student learning in
your course
5. Compare your class of students to
previous classes
Strategies to Consider using…
1. Multiple-choice tests, short answers
2. Scoring guides or rubrics
3. Reflective writing, surveys, focus groups, or
interviews
4. Portfolios, final presentations
5. Published tests or surveys
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19. “When the cook tastes the
soup, that’s formative
assessment; when the
customer tastes the soup,
that’s summative assessment.”
Paul Black, frequently cited as a forefather
of formative assessment research
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20. Dr. Amy J. Lane 2/28/2017 20
Paul Black, frequently cited as a forefather of formative assessment
research.
https://thedigitalshift.wikispaces.com/Formative+Assessment
https://thedigitalshift.wikispaces.com/Twenty+Plus+Effective+Formative
+Assessment+Strategies
22. Formative
Assessment
1. Requires students to
use critical thinking
2. Represents several
different levels of
Blooms taxonomy
3. Helps instructors
adjust instruction
strategies according
to feedback
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23. FORMATIVE Assessment Examples
Classroom Assessment Techniques (CATS) …
Polls or surveys
Debate
Lab Report
Concept Map
Digital Notebook
Peer and Self-evaluations
Other Examples?
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24. Formative Assessment
What are some
examples of
formative
assessment?
How do you currently
use formative
assessment in your
teaching?
What opportunities do
you have?
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25. More Examples of Formative
Classroom Assessments Techniques (CATS)…
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29. EXAMPLES OF SUMMATIVE ASSESSMENTS
CLASSROOM ASSESSMENT TECHNIQUES (CATS)…
• EXAMPLES?
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30. BENEFITS OF TRADITIONAL TESTS –
SUMMATIVE ASSESSMENTS
•MORE OBJECTIVE
•EFFICIENT–TAKES TIME TO WRITE, TAKES LESS TIME TO CORRECT
•BROADER – COVERS MORE CONCEPTS
•EASIER TO SCORE - ONE CORRECT ANSWER
•SUMMARIZED BY A SINGLE NUMBER (SCORE)
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31. EXERCISE…
• WITH YOUR LEARNING GOAL…
WRITE EACH OF THE FOLLOWING FOR A UNIT OR CONCEPT THAT YOU TEACH.
TWO MULTIPLE CHOICE ITEMS
ONE SET OF MATCHING ITEMS
• SHARE YOUR DRAFTS WITH SOMEONE AT A DIFFERENT TABLE - (FORMATIAVE FEEDBACK).
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33. RELIABILITY
•THE CONSISTENCY OF AN INSTRUMENT
• INTER-RATER (CONSISTENCY OF RATINGS)
• STABILITY (TEST-RETEST)
• INTERNAL CONSISTENCY (CONSISTENT RESULTS FROM TWO HALVES OF THE SAME TEST)
Overmann & Gaberson, 2009
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34. VALIDITY
• WHETHER A TEST OR INSTRUMENT ACTUALLY MEASURES WHAT IT IS INTENDED TO MEASURE
• CONTENT – USING PROFESSIONAL JUDGMENT IN WRITING OR SELECTING TEST ITEMS THAT
REPRESENT THE “UNIVERSE OF CONTENT” THAT REPRESENT THE CONTENT DOMAIN.
• CONSTRUCT – DETERMINING THE EXTENT TO WHICH ASSESSMENT RESULTS CAN BE INTERPRETED
IN TERMS OF A GIVEN CONSTRUCT OR SET OF CONSTRUCTS.
• ASSESSMENT-CRITERION RELATIONSHIPS – THIS INVOLVES USING ASSESSMENT RESULTS TO
PREDICT PERFORMANCE ON ANOTHER ASSESSMENT.
OVERMANN & GABERSON, 2009
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37. What’s the best assessment
method to use?
Multiple and Diverse Approaches
38. What is “Good Assessment”?
1. Start with Clear and Important Goals
2. Use a Variety of Assessments
3. Select and Create Fair and Unbiased Assessment Strategies
4. Conduct Assessment Ethically
5. Protect the Privacy and Dignity of Those Who Are Assessed
6. Give Students Ample Opportunities to Learn the Skills Needed for the Assessment
7. Evaluate Student Work Fairly, Equitably, and Consistently
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41. Using Rubrics to plan and
Evaluate an Assignment
Good tools for student learning
Speed up the grading process
Can be designed in many formats
Tailored specifically for the
assignment
Is a tool to plan your assignment.
(Write the rubric first and then the
assignment that is evaluates.)
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42. How to Create a Rubric / Examples
Make a list of the things you’re looking for
What do you want students to demonstrate in the completed assignment?
Review and reduce to most significant tasks or skills (high priority)
Try to narrow it down to 4-5 main tasks or skills
Create the rating scale (at least three levels)
Write the definition of each level - for each criteria
Label each level with names (not numbers)
Excellent, very good, adequate, needs attention
Exceeds standard, meets standard, approaching standard, below standard
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48. How to set up a Rubric in D2L:
Center for Online Learning
How to set up a rubric in D2L?
What types of rubric assistance faculty have through COL?
What is the time frame needed for setting up a rubric?
Who to contact for assistance at COL?
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49. Authentic or
Performance
Assessments Examples:
Portfolio
Capstone Project
Lab Report
On-the-job training
Employer Evaluations
Students…
Demonstrate their skills in real-life
situations or tasks
Analyze case studies with real data
Conduct real laboratory experiments
Solve messy, real-world problems
which have many acceptable
answers
Complete real-world internships with
employer evaluations
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50. Checking for Plagiarism:
“Turn it In” – D2L
What is “Turn it in”? How do you use it in D2L?
What are the signs of plagiarism?
What is the academic honest policy at Metropolitan State University?
Who to contact with plagiarism concern?
How to file a report?
53. Portfolios…Three Basic Models:
Showcase – work samples chosen by the
student
Descriptive – consists of representative
work – with no attempt to evaluate
Evaluative – representative work that has
been evaluated by criteria in a career
field.
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55. Association for the Assessment of Learning in
Higher Education (AALHE)
ASSESS is brought to you by the Association for the Assessment of Learning in Higher
Education (AALHE). Visit us at http://aalhe.org/
To subscribe to ASSESS please follow the directions
on https://www.coe.uky.edu/lists/helists.php
Information on other assessment-related sites can be found
at http://www.assessmentcommons.org/
The oral history of ASSESS and instructions for subscribing and unsubscribing are available
at http://lsv.uky.edu/archives/assess.html
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56. Assignment - Due March 12 by 11:55 p.m.
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Table of Contents
Rubrics for Bloom's Digital taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
http://edorigami.wikispaces.com/Rubrics+-
+Bloom%27s+Digital+Taxonomy#Rubrics for Bloom's
Digital taxonomy
57. We need to begin with the end in mind.
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58. Thanks for taking time today… Amy
Time to reflect
upon your
assessment
practices.
Time to consult
with others about
the changes you
would like to
make.
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59. Questions and Reflection
1. What was the most important thing you learned during this class?
2. What important question remains unanswered for you?
3. What would you suggest to help improve today’s session?
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