Assessment

Effective Assessment

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Do My Students Know what they need to know?How can I help them reach those goals?

Now What?

Do It AGAIN!

Thanks to the CTLE & Meghan for the "Keys to Unlocking Effective ASsessment" Workshop

Formative Assessment

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Assessment for Learning Formative evaluations help check students' understanding. They provide information that should be used to modify/improve course content, adjust teaching methods, and hopefully improve student learning. Formative evaluations are most effective when they are done frequently and the information is used to effect immediate adjustments in the course. Formative vs Summative by @bryanMMathers is licenced under CC-BY-ND

Indirect Measures

Direct Measures

Summative Assessments

CATs

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CATs Classroom assessment techniques (CAT) are relatively quick and easy formative evaluation methods that help you check student understanding in “real-time”. NameHow It's DoneHow to UseTime NeedsOne-Minute Paper*During the last few minutes of a class period, ask students to use a half-sheet of paper and write “The most important thing I learned today and what I understood least.”Review before next class meeting and use to clarify, correct, or elaborate.LowMuddiest Point* Similar to One-Minute Paper but only ask students to describe what they didn’t understand and what they think might help. Same as One-Minute Paper. If many had the same problem, try another approach. LowChain Notes*Pass around a large envelope with a question about the class content. Each student writes a short answer, puts it in the envelope, and passes it on.Sort answers by type of answer. At the next class meeting, use to discuss ways of understanding.LowApplication ArticleDuring the last 15 minutes of class, ask students to write a short news article about how a major point applies to a real-world situation. An alternative is to have students write a short article about how the point applies to their major.Sort articles and pick several to read at the next class, illustrating a range of applications, depth of understanding, and creativity.MediumStudent-generated test questions*Divide the class into groups and assign each group a topic on which they are each to write a question and answer for the next test. Each student should be assured of getting at least one question right on the test.Use as many of the questions as possible, combining those that are 
similar.Medium JournalsAsk students to keep journals that detail their thoughts about the class. May ask them to be specific, recording only attitudes, values, or self-awareness.Have students turn in the journals several times during the semester so you can chart changes and development.MediumSuggestion BoxPut a box near the classroom door and ask students to leave notes about any class issue.Review and respond during the next class session.Low to MediumExam Evaluations*Select a test that you use regularly and add a few questions at the end which ask students to evaluate how well the test measures their knowledge or skills.Make changes to the test that are reasonable. Track student responses over time.MediumStudent Rep GroupAsk students to volunteer to meet as a small group with you on a regular basis to discuss how the course is progressing, what they are learning, and suggestions for improving the course.Some issues will be for your information, some to be addressed in class.HighPeer Review Work with a willing colleague, pick a representative class session to be observed and ask the colleague to take notes about his/her impression of the class, your interactions with students, and your teaching methods.Decide method with the colleague. A discussion is best, but a written report may be more useful in the long term.HighSome material adapted from
 Angelo, T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers.This resource is adapted from original content by Lee Haugen, Center for Excellence in Learning and Teaching, Iowa State University. For a list of 50 CATs, Check out Uof Kentucky's Assessment page.

Assessment measures students progress in learning the objectives classes have set. Evaluation analyzes mastery.

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Indirect MeasuresDefinitionClarificationExamplesProvides the student an opportunity to reflect on and describe their learning.Describe the progress that you have made.It can involve groups such as peers or employers or alumni.It can examine experiences, attitudes, and lifelong learning goals.

• Surveys
• Interviews
• Focus Groups
• Reflections
• Journals

Adapted from Measures Matter: Exploring Direct Versus Indirect Measures by Sherry Woosley.

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Direct Measures DefinitionClarificationExamplesProvide the students with an opportunity to demonstrate the learning.Strong, focused measuresUsually involves actual workis assessed by a reviewer to determine to what extent learning has occurred

• Standardized Tests
• Exams
• Portfolios
• Capstone Projects
• Performances
• Exhibitions
• Thesis
• Essays
• Internships
• Case Studies
• Presentations
• Service Learning Projects

Adapted from Measures Matter: Exploring Direct Versus Indirect Measures by Sherry Woosley.

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Every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly. - Sir Ken Robinson TED2010 Assessment of Learning Summative Assessments are the evaluation of long-term learning. Once a student has learned the material, teachers measure the student's abilities against the objectives or Learning Outcomes of the course. This should follow the many instances of formative assessment used to inform teaching throughout the instructional experience. Image found on Katie Novak's Educational Consulting Blog.

Some Resources

Pacific Crest Assessment Learning Module Keys to Unlocking Effective Assessment CTLE Workshop Adapted from Measures Matter: Exploring Direct Versus Indirect Measures by Sherry Woosley.

Tips for assessment Do:

• Create and share learning outcomes for your course.
• Share rubrics and assignment expectations with your students.
• Use formative assessment and help students understand the data.
• Make it ongoing.
• Use multiple methods of assessment.
• Create clear and effective rubrics. Revise them.
• Use a balance of low-stakes and high-stakes assessment.
• Review assessment data and make adjustments to your teaching and curriculum.
• Review assessments and make changes to improve their validity.

Don’t:

• Avoid outcomes because they are difficult to assess.
• Focus on memorization or easy to recall info, unless that is a part of the curriculum.
• Share any data that gives info about an individual student’s performance.
• Use assessment as a trick for students.
• Ask an assessment question if you won’t use the results.
• Use only high-stakes assessment.
• Try to do too much. Assessment should be built into what you are already doing.

Classroom assessment techniques (CAT) are relatively quick and easy formative evaluation methods that help you check student understanding in “real time”. These formative evaluations provide information that can be used to modify/improve course content, adjust teaching methods, and, ultimately improve student learning. Formative evaluations are most effective when they are done frequently and the information is used to effect immediate adjustments in the day-to-day operations of the course.

"Stay diagnostic even as you take action" - Ronald Heifetz