Post on 27-Jan-2015
description
Lauren Pressley, Head of Instruction, Wake Forest UniversityNCLA CUS & CJCL Assessment Beyond Statistics, November 2, 2012
Backwards DesignCreating Learning Opportunities That You Can Assess
Assessment
Grades
Evaluation
Reporting
Administrative
There’s a Better Way
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences &
Instruction
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
Learning Outcomes
What are they?learning outcomes
How are they useful?learning outcomes
Who makes them?learning outcomes
When do you make them?learning outcomes
Assessment/Evaluation
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know:
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headed
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headedWHY they are going there
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headedWHY they are going thereWHAT they already know
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headedWHY they are going thereWHAT they already knowWHERE they might go wrong
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headedWHY they are going thereWHAT they already knowWHERE they might go wrong WHAT is expected of them
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Let students know: WHERE they are headedWHY they are going thereWHAT they already knowWHERE they might go wrong WHAT is expected of them
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
HOOKING students on the topic
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Ensuring students can:
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Ensuring students can:
EXPLORE and EXPERIENCE ideas
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Ensuring students can:
EXPLORE and EXPERIENCE ideas
be EQUIPPED with skills and knowledge to master outcomes
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Provide opportunities toREHEARSE
their work.
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Provide opportunities toREHEARSEREVISE
their work.
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
Provide opportunities toREHEARSEREVISEREFINEtheir work.
WHERE Assessmentassessment & evaluation
Wiggins and McTighe (2001)
student EVALUATION
Formative Assessmentassessment & evaluation
Summative Assessmentassessment & evaluation
Instructional Design
instructional designADDIE
AnalysisDesignDevelopmentImplementationEvaluation
instructional designADDIE
AnalysisDesignDevelopmentImplementationEvaluation
instructional designADDIE
AnalysisDesignDevelopmentImplementationEvaluation
instructional designADDIE
AnalysisDesignDevelopmentImplementationEvaluation
instructional designADDIE
AnalysisDesignDevelopmentImplementationEvaluation
Theoryinstructional design
More Than a Process
instructional design
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
Credit Bearing Courses
What’s required?Credit Based Classes
Learning OutcomesFaculty Expectations
Student ExpectationsYour Professional Opinion
Other Requirements
What’s required?Credit Based Classes
Learning OutcomesFaculty Expectations
Student ExpectationsYour Professional Opinion
Other Requirements
What’s required?Credit Based Classes
Learning OutcomesFaculty Expectations
Student ExpectationsYour Professional Opinion
Other Requirements
What’s required?Credit Based Classes
Learning OutcomesFaculty Expectations
Student ExpectationsYour Professional Opinion
Other Requirements
What’s required?Credit Based Classes
Learning OutcomesFaculty Expectations
Student ExpectationsYour Professional Opinion
Other Requirements
What are the real desired outcomes?Credit Based Classes
Online
This is getting attention because of online
education.
Why are we learning from this new way of teaching?
online education
It worksPerceived quality
Different studentsDifferent instructors
Brave new world (It’s all an experiment!)
Why are we learning from this new way of teaching?
online education
It worksPerceived quality
Different studentsDifferent instructors
Brave new world (It’s all an experiment!)
Why are we learning from this new way of teaching?
online education
It worksPerceived quality
Different studentsDifferent instructors
Brave new world (It’s all an experiment!)
Why are we learning from this new way of teaching?
online education
It worksPerceived quality
Different studentsDifferent instructors
Brave new world (It’s all an experiment!)
Why are we learning from this new way of teaching?
online education
It worksPerceived quality
Different studentsDifferent instructors
Brave new world (It’s all an experiment!)
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
Reference Desk
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Website
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Learning Spaces
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
Why are they there?What are they trying to learn?
How can we help them learn what they’re there to learn?
Can we prove it?
The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning
There’s a Better Way
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences &
Instruction
Can students find things when they need them?
Do our students know how we can help them?
How should our students interact with the library?
What should our students be able to do?
Recommended ReadingCain, S. (2012). Quiet: The Power of Introverts in a World That Can’t Stop Talking. Crown.
Christensen, C. M., & Eyring, H. J. (2011). The Innovative University: Changing the DNA of Higher Education from the Inside Out. Jossey-Bass.
Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing Effective Instruction (6th ed.). Wiley.
Wiggins, G., & McTighe, J. (2001). Understanding by Design. Prentice Hall.
Photo Credits• Work by Ben Jeffrey at http://www.flickr.com/photos/jeffbr13/4476180801• 20100407_DLabDesignReview_008 by D-Lab at http://www.flickr.com/
photos/D-Lab/4954502543• 85/365: In Soccer We Trust... by Abdulrahman AlZe3bi at flickr.com/photos/
7amanito/3039338366• every which way by Jenny Dowling at flickr.com/photos/jenny-pics/
4266714722• Melbourne Sound Relief - Raincoat Brigade by Alexander Kesselaar at
flickr.com/photos/akc77/3370167184• Transit spatio-temporel (Time & Space Transit) by Fred at flickr.com/photos/
gilderic/3517477267• Professor Angelique Louie by UC Davis College of Engineering at http://
www.flickr.com/photos/ucdaviscoe/6046619981
Photo Credits• the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/
7283732• My Work Desk by David Joyce at www.flickr.com/photos/DeaPeaJay/
2597109669• Untitled by {Lina} at flickr.com/photos/linahayes/4217345101• 那覇市役所 by Akira ASAKURA at flickr.com/photos/
akira_1972/7459962396• Pallet, Brushes and Paint by Kelly Bailey at flickr.com/photos/kellbailey/
3707506127• Gym by Night Owl City at www.flickr.com/photos/89898604@N00/6331302• We begin by charting a course by Andrew Becraft flickr.com/photos/
Dunechaser/1721982928• Clickers - Universidad de Navarra at flickr.com/photos/unav/4464311633• the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/
7283732
Photo Credits• One done by Daniel Kulinski at flickr.com/photos/didmyself/6530389351• moodle by qperello at www.flickr.com/photos/qperello/3364558662• sguardo by mbeo at flickr.com/photos/mbeo52/4106448244• Personal Research Session by zsrlibrary at www.flickr.com/photos/zsrlibrary/
6918640931 • The Saltire Centre Ground Floor by Ewan McIntosh at flickr.com/photos/
edublogger/1277277593 • Libraries are Creepy by Paul Lowry at flickr.com/photos/paul_lowry/
2266388742• Race and Potter by svenwerk at flickr.com/photos/svenwerk/176562465• Students Use Special Collections by zsrlibrary at flickr.com/photos/zsrlibrary/
7170995096• Student study group at UBC Library by UBC Library Communications at
flickr.com/photos/ubclibrary/2702161578
Questions? Comments?
Contact:Lauren Pressley
Twitter: @laurenpressleyemail: lauren@laurenpressley.com
web: laurenpressley.com