Month, XX YEAR (Arial 10) Evaluating Student Learning – Ted Scholz.

Month, XX YEAR (Arial 10)

Evaluating Student Learning – Ted Scholz

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved

2

Evaluating Student Learning: Evidence Based Teaching

Formative Classroom Assessment

• Ongoing• Intended to improve

performance (yours and your student’s) throughout the term (developmental)

• It is used internally to make adjustments• Classroom Assessment T

echniques• Low/no stakes writing

Summative Classroom Assessment

• Occurs at the end of the course

• Intended to determine whether or not overall goals have been achieved

• Used for internal or external accountabilty purposes

• Grades

(Middle States, 2008, pg 27)


3

Huba and Freed (2000) remind us, “When we assess our students’ learning we force questions, ‘What have our students learned and how well have they learned

it? How successful have we been at what we are trying to accomplish?’” (p 8).


4

Question?

What is a more valuable method of assessment?

• A student completes a calculus problem correctly and shows her work.

• A student describes her own calculus abilities as excellent.


5

Indirect and Direct Methods of Assessment (Middle States, 2008, pg 29)

Direct Measures• Coursework and homework

• Examinations and quizzes

• Standardized tests

• Term papers and reports

• Internship performance

• Research projects

• Case study analysis

• Rubric scores

• Class Discussion participation

Indirect Measures• Course Evaluations

• Percent of class time spent on active learning

• Number of hours spent on service learning

• Test blueprints (outlines of the concepts and skills covered on tests)


Direct Forms: Strengths and Limitations

Strengths

• They provide evidence of what students learned from the educational experience.

• To what degree they learned.

• What students did not learn.

Limitations

• They provide no evidence as to why the student has learned.

• They provide no evidence as to why the student has not learned.

(Walvoord, 2004, pg 13)


Indirect Assessment at TCS

Formative, Early-Term Evaluation


Key Questions to Consider for Instruments(Middle States, 2008, pg 39)

• Is the evidence linked to important learning outcomes (stated in syllabus).

• Is a standardized instrument appropriate?

• How comprehensive do I want to make it?– Should I assess by multiple means?

• Does everyone interpret the responses the same way?– If it walks like a duck….


9

Why Use Rubrics?

• Provide timely feedback

• Prepare students to use detailed feedback

• Encourage critical thinking

• Facilitate collaboration and communication with others

– Consistency!• Help us refine teaching skills

• Level the playing field


10

Level-Dimension Rubric(Stevens & Levi, 2005, p 6 )

Scale Level 1 Scale Level 2 Scale Level 3

Dimension 1

Dimension 2

Dimension 3

Task Description:


11

Scoring Guide Rubrics(Stevens & Levi, 2005, p 118 )

Criteria Comments

Dimension 1

Dimension 2

Dimension 3

Task Description:


12

Two Types of Rubrics

• Three to Five Level Rubrics– Circle text– Check boxes

• Most time consuming to make

• Fastest to use

• Scoring Guide Rubrics– Designed to give narrative, specific feedback

• Easiest to create

• Most time consuming to grade (particularly with weaker students)


Creating Rubrics

• Stage 1: Reflecting– Pgs 12-13 in you packet

• Stage 2: Listing and Matching– Pg 14 in your packet

• Stage 3: Grouping– Pg 14


Creating Rubrics (Continued)

• Stage 4: Application– Begin with your highest level first– Scoring guide? You’re finished!– Three to five level:

• Work from the outside in

• Middle will be most difficult


Scoring

• Consistent Performance Anchors• Detailed, Formative Feedback

– Three to five level rubrics with boxes

– Three to five level rubrics with circled text • Individualized, Flexible Feedback

– Scoring guide rubrics

• Summative Feedback and Grades– Quantify dimensions?

• Danger of fighting over points

– Before rubrics, it was narrative and a grade– Holistic judgments


“The best way to explain a rubric is to show one”

(Walvoord, 2004, p 81)


References

Bain, Ken (2004) What the Best College Teachers Do. Cambridge: Harvard UP

I-Rubric (2010) R Campus: open tools for open minds. Accessed on January 26th, 2010. http://www.rcampus.com/indexrubric.cfm

Huba, M.E., & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon

Middle States Commission on Higher Education. (2007). Student Learning Assessment: Options and Resources. Philadelphia: Middle States Commission. www.msche.org

Stevens, D.D. & Levi, A.J. (2005) Introduction to Rubrics. Sterling VA: Stylus. http://styluspub.com/resources/introductiontorubrics.aspx

Walvoord. B.E. (2004). Assessment Clear and Simple. San Francisco: Jossey-Bass.

Month, XX YEAR (Arial 10) Evaluating Student Learning – Ted Scholz.

Documents

Transcript of Month, XX YEAR (Arial 10) Evaluating Student Learning – Ted Scholz.