SGTS Practical Stream, Week 4 May 22 and 24, 2013 Assessment Peter Newbury collegeclassroom.ucsd.edu

1. Summer Graduate Teaching Scholars
May 22 and 24, 2013
Practical 4: Assessment

2. Scholarly approach to teaching:
SGTS Practical Stream - collegeclassroom.ucsd.edu
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Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
assessment

3. Vocabulary check: assessment
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
3
SGTS Theory Stream - collegeclassroom.ucsd.edu
summative assessment formative assessment

4. Feedback and Practice that Enhance Learning
4
How Learning Works: Goal-directed practice coupled
with targeted feedback are critical to learning.
SGTS Theory Stream - collegeclassroom.ucsd.edu
Images:
Excellent Shot by Varsity Life on flickr CC
Music by Piulet on flickr CC

5. Feedback and Practice that Enhance Learning
5
How Learning Works: Goal-directed practice coupled
with targeted feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide
the basis for evaluating observed performance, and shape
the targeted feedback that guides students’ future efforts.
(p. 127)
[T]argeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance.
(p. 141)SGTS Theory Stream - collegeclassroom.ucsd.edu

6. Assessment Strategies…
SGTS Theory Stream - collegeclassroom.ucsd.edu
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 addressing the need for goal-directed practice
 addressing the need for targeted feedback
Work on the How Learning Works
hand-out, thinking about what
you’ve experienced or what you
aspire to do in your course.

7. SGTS Practical Stream - collegeclassroom.ucsd.edu
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8. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
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1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
 It doesn’t have to be a summative, exam question.


9. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
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1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
2. Create a marking scheme for your question.
rubric

10. SGTS Theory Stream - collegeclassroom.ucsd.edu
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11. SGTS Theory Stream - collegeclassroom.ucsd.edu
Robert Talbert
tinyurl.com/RobertTalbertRubric
Mathematics Poster and Presentation Rubric

12. Rubrics
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 support growth mindsets
 shows the path to improvement
 goal-directed
[G]oals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
 targeted feedback
[T]argeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
SGTS Theory Stream - collegeclassroom.ucsd.edu

13. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
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1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
2. Create a rubric for your question.

14. Resources
SGTS Practical Stream - collegeclassroom.ucsd.edu
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1. Carl Wieman Science Education Initiative
cwsei.ubc.ca
2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., &
Norman, M.K. (2010). How Learning Works. San Fransisco:
Jossey-Bass.
3. Talbert, R. Getting students involved with linear algebra
through poster projects. Retrieved May 9, 2013, from
http://chronicle.com/blognetwork/castingoutnines/2013/04
/25/getting-students-involved-with-linear-algebra-through-
poster-projects/