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Frameworks for Assessment of Student Learning: Questions of Concept, Practice, and Detail

Frameworks for Assessment of Student Learning: Questions of Concept, Practice, and Detail. Christine Siegel, Ph.D. Associate Professor of School Psychology Associate Dean, Graduate School of Education & Allied Professions Fairfield University.

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Frameworks for Assessment of Student Learning: Questions of Concept, Practice, and Detail

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  1. Frameworks for Assessment of Student Learning:Questions of Concept, Practice, and Detail Christine Siegel, Ph.D. Associate Professor of School Psychology Associate Dean, Graduate School of Education & Allied Professions Fairfield University Learning in Action: Innovative Pedagogy and Course Redesign XI Summer Teaching Conference June 2, 2011

  2. How do we know what students are learning? C. Siegel, May 2011

  3. What is being learned? How do we know what students are learning? C. Siegel, May 2011

  4. CONCEPTUAL PRACTICAL DETAIL What is learning? Who are learners? What do we expect students to learn? How does learning occur? What is being learned? How do we know what students are learning? How do we know what we know? What factors influence learning? How can learning be promoted? C. Siegel, May 2011

  5. CONCEPTUAL PRACTICAL DETAIL What is learning? Who are learners? What do we expect students to learn? How does learning occur? What is being learned? How do we know what students are learning? How do we know what we know? What factors influence learning? How can learning be promoted? C. Siegel May 2011

  6. CONCEPTUAL PRACTICAL DETAIL What is learning? Who are learners? What do we expect students to learn? What is being learned? How do we know what students are learning? How do we know what we know? C. Siegel May 2011

  7. What is learning? C. Siegel May 2011

  8. What is learning?Learning involves changeLearning endures over timeLearning occurs through experience C. Siegel May 2011

  9. Who are learners? C. Siegel May 2011

  10. What do we expect students to learn? C. Siegel May 2011

  11. What do we expect students to learn? Aspirations Learning Outcomes C. Siegel May 2011

  12. What do we expect students to learn? Aspirations Learning Outcomes Goals C. Siegel May 2011

  13. What do we expect students to learn? Aspirations Learning Outcomes Goals Objectives C. Siegel May 2011

  14. What is being learned? • Knowledge • General • Content -specific • Procedural • Content-specific procedural • Skills • Basic • Higher Order • Cross-disciplinary • Content-Specific • Values • Perspectives • World views • Attitudes C. Siegel May 2011

  15. How do we know what students are learning? Inferential C. Siegel May 2011

  16. How do we know what students learn? • What students say • What students do • What students make C. Siegel May 2011

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  20. Example 1 PY 538 Psycho-educational Assessment II: Cognition C. Siegel May 2011

  21. What do we expect students to learn? ASPIRATION: Employability as a School Psychologist GOAL: Proficiency in data-based decision making OBJECTIVES: Acquiring knowledge, skills, and ethics associated with the professional administration and interpretation of standardized intelligence tests Who are learners? Advanced degree candidates in school psychology What is learning? Gaining proficiency in the use of intelligence tests for education decision making, through exposure to and practice with a variety of measures of intelligence What is being learned? How do we know what students learn? C. Siegel May 2011

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  25. Example 2 PY – ED 534THEORIES OF LEARNING C. Siegel May 2011

  26. What do we expect students to learn? ASPIRATION: The GSEAP aims to prepare scholar practitioners who engage in reflective practice, promote human development and learning, and advocate for children and families. GOALS: Develop a personal theory of learning to guide their professional practice PROFICIENCIES / OBJECTIVES: Acquiring foundational knowledge in education, skills for designing effective instruction and interventions, dispositions of reflective practice and advocacy Who are learners? Advanced degree candidates in variety of programs across GSEAP What is learning? Making explicit the implicit assumptions professionals have about learning that guide their practice, through the critical examination of and reflection on a variety of learning theories across multiple fields of study What is being learned? How do we know what students learn? C. Siegel May 2011

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  28. CONCEPTUAL PRACTICAL DETAIL What is learning? Who are learners? What do we expect students to learn? What is being learned? How do we know what students learn? How do we know what we know? C. Siegel May 2011

  29. How do we know what we know? C. Siegel May 2011

  30. How do we know what we know? Quantitative Qualitative Credibility Transferability Dependability Confirmability • Reliability • Stability • Equivalence • Internal consistency • Inter-rater • Validity • Content • Internal • External • Predictive • concurrent C. Siegel May 2011

  31. Special Thanks C. Siegel May 2011

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