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Building a Framework for Assessment
Four Components of Course Design
Design of Instruction
Course Management
Knowledge of Subject Matter
Teacher-Learner
Interactions
Forward Design Process
Learning Goals/Objectives/Outcomes
Feedback & Assessmen
t
Teaching & Learning Activities
Situational Factors & Teaching Philosophy
Backward Design Process
Learning Goals/Objectives/Outcomes
Feedback & Assessmen
t
Teaching & Learning Activities
Situational Factors & Teaching Philosophy
University
Program
Course
Unit/Topic
Learning Goals - LevelsCreate enlightened citizens
Evaluate scientific resources
Distinguish science from psuedo-science
Find evidence of peer-reviewed science in newspaper articles
Phases of Integrated Course Design
Develop the grading system
Debug the possible problems
Write the course syllabus
Plan an evaluation of the course and
of your teaching
Final
Create a thematic structure for the
courseSelect or create a teaching strategy
Integrate the course structure and instructional
strategies to create an overall
scheme of learning activities
IntermediateIdentify important situational factor
Identify important learning goals
Formulate appropriate
feedback and assessment procedures
Select effective teaching and
learning activitiesMake sure the
primary components are
integrated
Initial
The Grid – Backward DesignLearning
ObjectivesTaxonomy
LevelLearning Activities
Formative Assessments
Summative Assessments
Design experiments to measure the reversal potential at a synapse.
Higher Order Blooms: analysis, synthesis & evaluationFinks: application & integration
- study guide-in-class group problems
-in-class group problems- practice exam problem
- unit exam
For example:- lecture- case study- journal- application card- concept map- in-class group problems
For example:- quizzes- minute papers- paper drafts - muddiest point- clickers Qs
For example:- exams- final project- final paper or lab report- pre-post tests- portfolio
Focus – 1 week in a course
Satu
rday
&
Sund
ay
Tues
day
Thur
sday
in-classactivities
Wed
nesd
ay
Frid
ay
Mon
day
out-of-class activities
• include OBJECTIVES• write ASSESSMENTS• connect STRATEGIES• describe IMPACT
Wikimedia Commons: Stefan (Duke) vom Unterberg Datum : August 2004 Hohensalzburg
Constructing your Castle Top
Castle Top: An Evolution• Walvoord, B. (1998): How do we make certain that our students (a) master
the content; and (b) learn how to use and value that content? • The problem: Most of us end up with little time for (b).• The solution: Find ways to move the initial learning of the content to out-of-
class activities, leaving more in-class time for learning how to use it.
OUT OF CLASS IN-CLASS
READDO
WRITTEN HOMEWOR
K
MAKE OBSERVATIONS
WORK IN STUDY
GROUPS
OTHERS
LECTURES
CLASS DISCUSSION
IN-CLASS WRITING
SMALL GROUP
ACTIVITIES
OTHERS
Satu
rday
&
Sund
ay
Tues
day
Thur
sday
in-classactivities
Wed
nesd
ay
Frid
ay
Mon
dayout-of-class
activities
Designing Instruction
Satu
rday
&
Sund
ay
Tues
day
Thur
sday
in-classactivities
Wed
nesd
ay
Frid
ay
Mon
dayout-of-class
activities
Integrating Assessment
formative assessments * * * *summative assessments * tutorial - sources
* unit exam
Your Turn
1. Construct a castle top diagram that fits your course schedule. (Use the template or create your own.
2. Choose an objective or set of objectives that you’d like to focus on during one week in the life of your course.
3. Now, brainstorm generic responses to the prompts below. (Know that your responses will become more sophisticated throughout this week.)• What would you like to have happen at points 1 (out of class)
and 2 (just before class) in order to prepare students for point 3?
• How does point 3 bring points 1 & 2 to life? (How are these aligned?)
• What happens at points 4 & 5?
Course: _________in
-cla
ss
out-o
f-cla
ss