The Questions We Ask

The Questions We Ask

The Questions Our Students Ask

What is this ?

This is part of a famous painting by Belgian Surrealist Painter Rene Margritte.

What is this ?

This is the full painting

This is what Margritte wrote about the unusual inscription within the painting.

"Just try to stuff it with tobacco! If I were to have had written on my picture 'This is a pipe' I would have been lying."

The painting is not a pipe, but rather an image of a pipe.

The painting is not a pipe, but rather an image of a pipe.

Remember reflexivity through the process

For your own development

For the students

The painting is not a pipe, but rather an image of a pipe.

Remember reflexivity through the process

For your own development

For the students

The questions you ask make the way.

reflexivity / reflection / reflective action

reflexivity refers to circular relationships between cause and effect.

Elisabeth Holmes

In the case of professional development, this means reflecting on ones experiences and directing new learning back into one's professional practice.

www.teachingexpertise.com

The question engages the imagination.

"You can tell whether a man is clever by his answers.

You can tell whether a man is wise by his questions."

Naguib Mahfouz, winner of the Nobel Prize in Literature

A Question We Ask

A Question We Ask

How can we enable our students to learn ?

Focus is the Learner Knowledge cannot be forced on the learner Knowledge is created through the active

participation of the learner

What do we do? We need to align all parts of the system to what we

want the students to do in order to achieve the desired learning outcomes.

What do we do ? We need to align all parts of the system to what we

want the students to do in order to achieve the desired learning outcomes.

Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where

We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes.

Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where

THE STUDENT CAN CONSTRUCT HIS OWN LEARNING

Constructive Alignment – John Biggs 1999 We need to align all parts of the system to what we

want the students to do in order to achieve the desired learning outcomes.

Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where

THE STUDENT CAN CONSTRUCT HIS OWN LEARNING

The Next Question

The Next Question

What is a Learning Outcome ?

Learning Outcome Clear statement of what the learner is

expected to achieve and how he is expected to demonstrate it

Learning Outcome

What did you do to obtain your degree ?

Vs

What can you do now that you have obtained your degree ?

Purser, Council of Europe 2003

Learning Outcomes

Programme Learning Outcomes

Level Learning Outcomes

Learning Outcomes

Programme Learning Outcomes

Level Learning Outcomes

Learning Outcomes

Programme Learning Outcomes

Level Learning Outcomes

Module Learning

Outcomes

Benjiman Bloom

Hierarchy of Learning

Benjiman Bloom

Knowledge

The ability to remember of recall facts with/out understanding

Benjiman Bloom

Comprehension

Knowledge

The ability to understand & interpret learned information

Benjiman Bloom

Application

Comprehension

Knowledge

The ability to put ideas and concepts to work at solving problems

Benjiman Bloom

Analysis

Application

Comprehension

Knowledge

The ability to look for interrelationships and ideas

Benjiman Bloom

Synthesis

Analysis

Application

Comprehension

Knowledge

The ability to put parts together to make an original whole

Benjiman Bloom

EvaluationSynthesis

Analysis

Application

Comprehension

Knowledge

The ability to judge the value of material for a given purpose.

Learning Verbs used

Knowledge Define, state, recall, list , outline

Learning Verbs used

Comprehension Explain, identify, discuss, interpret

Knowledge Define, state, recall, list , outline

Learning Verbs used

Application Demonstrate, apply, operate

Comprehension Explain, identify, discuss, interpret

Knowledge Define, state, recall, list , outline

Learning Verbs used

Analysis Distinguish, differentiate, investigate,

Application Demonstrate, apply, operate

Comprehension Explain, identify, discuss, interpret

Knowledge Define, state, recall, list , outline

Learning Verbs used

Synthesis Design, organise, create, comstruct

Analysis Distinguish, differentiate, investigate,

Application Demonstrate, apply, operate

Comprehension Explain, identify, discuss, interpret

Knowledge Define, state, recall, list , outline

Learning Verbs used

Evaluation Judge, evaluate, criticise, assess

Synthesis Design, organise, create, comstruct

Analysis Distinguish, differentiate, investigate,

Application Demonstrate, apply, operate

Comprehension Explain, identify, discuss, interpret

Knowledge Define, state, recall, list , outline

This is the base of curriculum teaching assessment

This is the base of curriculum teaching assessment

And therefore learning

The students also need to understand Program outcomes Level outcomes Module outcomes

Help your students by asking questions Questioning should be used purposefully to achieve

well defined goals. A teacher should as questions which will require the students to use the thinking skills that he is trying to develop

Help your students by asking questions Ask questions that match the level of learning the

students are in

Ask questions in class that match the level of assessment you have planned to give

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for an ideal business in Bangladesh.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for an ideal business in Bangladesh.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for an ideal business in Bangladesh.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for an ideal business in Bangladesh.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for an ideal business in Bangladesh.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to enhance ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The LC QuestionEvaluation Evaluate how the modes of payment existent in

the market match up with the criteria for a successful business in Ludhiana.

Synthesis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow

Analysis Analyse the relationship between kinds of buyers and the modes of payments that they use

Application How do payment terms affect business

Comprehension What do the terms on an LC imply? Explain

Knowledge What is an LC?

The Next Question

Why Do We Assess ?

What Questions Do We Ask ?

Why do we assess ? To meet institutional requirements To facilitate learning

Monitor progress Identify strengths & weakness Motivate students to learn Provide feedback to students to improve learning

To create meaningful learning experiences

Why do we assess ?

Assessm

ent of learningTo grade / rank

Why do we assess ?

Ass

essm

ent f

or le

arni

ng Assessm

ent of learningTo grade / rankTo facilitate

Why do we assess ?

Ass

essm

ent f

or le

arni

ng

Assessment as learning

Assessm

ent of learningTo grade / rank

To create learning experiences

To facilitate

What questions do we ask ? Life is not a standardized test

The square root of 9 is 3 A. true B. false C. who cares!!

www.glasbergen.com

Selecting the appropriate assessment method Objective test Written exam Open book – take home test Case study Project Presentation Journal / reflective writing Group project Dissertation Viva Portfolio Self assessment / peer assessment

Importance of assessment to student learning Assessment is at the heart of the student

experience

Assessment defines what a student regards as important, how they spend their time, and how they come to see themselves as students and then as graduates.

The backwash effect Students learn what they think they will be

tested on. Students understandings take the form they think will be suffice to meet the assessment requirements

The backwash effect Students learn what they think they will be

tested on. Students understandings take the form they think will be suffice to meet the assessment requirements

`I don’t understand what the teacher is talking about`

`Don’t worry! She said that it will not appear in the final exam`!!!

Calvin & Hobbes

The backwash effect

Assessment Method

How students prepare for assessment

What students actually learn

Perceived assessment requirement by students

The backwash effect

Assessment Method

How students prepare for assessment

What students actually learn

Perceived assessment requirement by students

The backwash effect

Assessment Method

How students prepare for assessment

What students actually learn

Perceived assessment requirement by students

The backwash effect

Assessment Method

How students prepare for assessment

What students actually learn

Perceived assessment requirement by students

How assessments affects learning Different assessment methods generally

promote different learning

Assessment in merchandising

A three hour closed book exam at the end of the semester with 30 Multiple Choice questions

A project on designing an effective solution to a complex fabric & trim sourcing problem

Perceived assessment requirement

How students may prepare for the assessment – when, what and how

What students will actually learn

Assessment in merchandising

A three hour closed book exam at the end of the semester with 30 Multiple Choice questions

Perceived assessment requirement

?How students may prepare for the assessment – when, what and how

?

What students will actually learn ?

Assessment in merchandising

A three hour closed book exam at the end of the semester with 30 MC questions

A project on designing an effective solution to a complex fabric & trim sourcing problem

Perceived assessment requirement

?How students may prepare for the assessment – when, what and how

?

What students will actually learn ?

Assessment in merchandising

A three hour closed book exam at the end of the semester with 30 MC questions

A project on designing an effective solution to a complex fabric & trim sourcing problem

Perceived assessment requirement

? ?How students may prepare for the assessment – when, what and how

? ?

What students will actually learn ? ?

Choice of assessment method Basic considerations

Alignment with intended learning outcomes Merits and limitations of different assessment

methods Impact on student learnng

Concept of alignmentLO – At the end of this module, the student

should be able to swim in any style

Concept of alignmentLO – At the end of this module, the student

should be able to swim in any style

Questions to ask ?

What is the best way to teach students to swim?

Concept of alignmentLO – At the end of this module, the student

should be able to swim in any style

Questions to ask ?

What is the best way to teach students to swim?

What is the best test to find out if the student has really learned to swim?

Aligning assessment with intended learning outcomes What are the student learning outcomes we

want our students to learn

Choose assessment methods that require students to demonstrate their achievement of outcomes

Design learning experiences that facilitate students to acquire the learning outcomes

Reflect Evaluate Predict Argue Apply Relate Explain Describe Compute Identify Recall

Reflect Evaluate Predict Argue Apply Relate Explain Describe Compute Identify Recall

Reflective writing

Workplace assessment

Complex projects

Portfolios

Problem or case based

assessment

Extended essay

Objective test

Each assessment method has its relative merits and limitations – none is perfect

Assessment methods are neither good nor bad – but more or less appropriate for a particular learning outcome.

How can you use assessment to improve student learning ? Help students understand assessment expectation Prevent unintentional plagiarism Provide help and support when needed Provide formative feedback

The Last Question

What is SIFT’s driving force ?

What is SIFT led by ? Students

Teachers Curriculum

Keep asking questions

Keep asking questions

It’s the only way to get answers….

Help students understand expectation Assessment brief Requirements Criteria Debriefing on the assessment briefing

Chance for the students to ask questions Show them exemplars of student work

Prevent unintentional plagiarism Make students aware of

What is plagiarism and how to avoid it What is permissible and what not Referencing style Resources and support available

Provide help and support when needed Explain when and how they can get help from

Reference list Consultation hours E discussion forum / facebook / orcut Milestones & deadlines Check list for self assessment

Provide formative feedback “Formative feedback is more strongly and

consistently related to achievement than any other teaching behavior….

When formative feedback and corrective procedures are used, most students can attain the same levelof achievement as the top 20% of students.”

Bellon, Bellon, and Blank