Lamar State, 2011, slide1
Improve Your
Assessment ‘ROI’ Pt. 1
~ pairing action-oriented
feedbackwith
guided follow-up ~ Sue
Hellman
Lamar State, 2011, slide1
Workshop Resources• http://goo.gl
/W6ZZ1c Contact Information• [email protected]• 506-447-3091
Please do not use the images or content in this presentation without contacting the original authors and artists. Many of the images are from Flickr Creative Commons with licenses that do not require permission for derivative or non-commercial use, but not all. I have received or am in the process of obtaining permission to use the rest myself, but this does not confer the right for others to copy or reuse the material in another context. Where permission has been refused for use in the posted version, I have blacked out the image but left the URL of the original source so you can view it there.If you would like me do this workshop for your organization, please get in touch. I love to travel and work with other educators.
zoutedrop/2317065892
Abouthow many hoursdo you spend in atypical7-day week…
zoutedrop/2317065892
(1)grading papers and marking exams?
zoutedrop/2317065892
(2)giving other forms ofwritten &oral feedbackto students?
As reported by UNBF facultyteachingat least oneundergrad course
In about how many courses
have your instructors provided ….?
2012 NSSE survey of UNBF students
1st yr. 4th yr.
• feedback on a draft of work in progress
[aka: formative]
none 19% 10%some 47% 46%most or all 33% 43%
• prompt feedback on tests or assignments
none 4% 2%some 41% 33%most or all 54% 59%
• detailed feedback on tests or assignments
none 11% 5%some 54% 51%most or all 35% 44%
But …
howsatisfied are you withtheresults?
eovemar/6129132639
Gibbs & Simpson, 2004-5, 11
Assessment appears to be• “enormously
expensive” (in terms of time invested).
jp58ws/8059642825
mistergriffiths/5731013000
Assessment appears to be• “enormously
expensive” (in terms of time invested).
• “disliked by both students and teachers.”
syymza/8756674365
Assessment appears to be• “enormously
expensive” (in terms of time invested).
• “disliked by both students and teachers.”
• “largely ineffective in supporting learning.”
krunkwerke/5404109993
7815007@N07/8069587779
“Assessment has long been recognized as
the single most influential factor in shaping what & how students
in higher education choose to learn. ”dvids/4951493340 Fostaty Young, 2005, 1
“Assessment ‘swamps’ the effects of any other aspect of
the curriculum” -- no matter
how “innovative
or engaging”.cod_gabriel/4794154362
Fostaty Young, 1-2
“Whether or not they [higher
education teachers]
give helpful
feedback makes more difference
than anything else
they do."32482342@N05/483713579Gibbs & Simpson, 10
chazalex goo.gl/5xoRsm
The problem may lie in the discrepancy between the way instructors & students
conceptualize what “helpful” means.Gibbs & Simpson, 10
Goal #1 – Make your feedback more ‘helpful’.You will be able to explain to a colleague:
☐ what makes rubrics less or more helpful to learners.☐ why feedback alone is not enough to change behaviour.
☐ the difference between ‘evaluation’ and ‘assessment’.
Goal #2 – Ensure it is acted upon.You will:
☐ collaborate to build a rubric which will provide action-oriented feedback for an authentic task (using Google Docs if possible). ☐ experience the benefits of the ‘practice in your presence’ strategy.☐ share ways you could use ‘practice in your presence’ in your setting.
opensourceway/5265955107.2
“using information to improve learning”
Schreyer Institute for Teaching Excellence, Penn State
(L) nayrb7/2939796221(R) domesticnoise/8228667128
Analogy
Dr. Oz
Judge Judy
nayrb7/2939796221
Dr. Oz
From Duke University
From Duke University
"Piled Higher and Deeper" by Jorge Cham
Lamar State College, 2011, slide 14.
Network Specialist Program Learning Outcomes Rubric
“We always have criteria in mind when we evaluate something. …
It’s just that these criteria aren’t always explicit, sometimes even to ourselves.”
Wolf & Stevens, 2007, 4 langwitches/3826436778
Gibbs & Simpson, 11horiavarlan/427391396659939034@N02/5476290868
“Our feedback is often … generated from a more sophisticated level” than that of the learner so “may be of little help because the student doesn’t know the secrets.”
“Many academic tasks make little sense to students.”
59939034@N02/5476290868Gibbs & Simpson, 22-23 Beclear’s Blog (2010) @goo.gl/ZhB9ll
dmitry-baranovskiy/3908396264
adapted from giuliasphotography/6429506429
What the teacher says
What the student understands
Level of Competence
Level of Challenge
ALL LEARNING:~CONTENT,CONCEPTS, & SKILLS~
Adapted from a graph on the Victoria Dept. of Education and Early Childhood Development website http://goo.gl/IQynRU
Level of Competence
Level of Challenge
What a learner arrives able to do independently
Level of Competence
Level of Challenge
brungrrl/3342482581/
Level of Competence
Level of Challenge
What you want the learner toleave able to do independently
Level of Competence
Level of Challenge
mdpettitt/6808983221
Level of Competence
Level of Challenge
ZONE OF P
ROXIMAL
DEVEL
OPMENT
Level of Competence
Level of Challenge
Level of Competence
Level of Challenge
sahdblunders/8644936719
KNOWS & CAN DO
NEEDS to fulfill learning outcomes
Level of Competence
Level of Challenge
}
johnmaddin/6991670642
SCAFF
OLDIN
G
KNOWS & CAN DO
NEEDS to fulfill learning outcomes
Level of Competence
Level of Challenge
}
SCAFF
OLDIN
G