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Jim Farmer As presented at the Portal2008 Measurement Assessment Conference 4 June 2008 Gettysburg College, Gettysb

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Jim Farmer As presented at the Portal2008 Measurement Assessment Conference 4 June 2008 Gettysburg College, Gettysb

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    2. Assessment defined

    3. Types of assessment In an educational setting, summative assessments are typically used to assign students a course grade. Assessment of learning Formative assessment, also referred to as educative assessment, is used to aid learning. Assessment for learning

    4. Assessment with feedback

    5. Applying assessment “Engineer” learning based on feedback from the use of eLearning systems. Assess prescribe deliver

    6. Assessment as a management style Open availability of data Open discussion of the alternatives “Explaining” the solution Within the organization Outside the organization To the public Expect fair and unfair criticism!

    7. The Commission wrote “We recommend that America’s colleges and universities embrace a culture of continuous innovation and quality improvement. We urge these institutions to develop new pedagogies, curricula and technologies to improve learning, particularly in the areas of science and mathematics.” Spelling Commission, U.S. Department of Education

    8. Two perspectives of eLearning Graduate programs and undergraduate tutorials and independent study tend to: Focus on collaboration among students and faculty Use resources typical of a cross-institutional research effort Undergraduate programs, especially first and second year tend to: Focus on online tutorials, “drill and practice,” and assessments for learning Use faculty-recommended resources and Internet services

    9. Some US/UK differences

    10. Unprepared (reading) 43.9% did not have the “ability to make relatively simple inferences beyond the author ’s main thought and/or understand and evaluate relatively abstract concepts.” And additional 39.5% did not have “the ability to make complex inferences or evaluative judgments that require piecing together multiple sources of information from the passage (Rock, Pollack and Quinn 1995).

    11. Unprepared (mathematics) 29.7% could not solve simple operations with decimals, fractions, powers, roots or solve simple problems requiring the understanding of low-level mathematical concepts. Many could not do decimal arithmetic. An additional 40% could not understand intermediate-level mathematical concepts and could not formulate multistep solutions to word problems.

    12. Use of supplementary material

    13. Staffing instructional technology

    14. Assessments Assessing “tools” Assessing students Capabilities [Preparation, learning style] Learning [Added knowledge] Assessing teaching and learning Teaching methods Learning opportunities

    15. Success in math courses

    16. Assessing remedial education The results suggest that students in remediation are more likely to persist in college in comparison to students with similar test scores and backgrounds who were not required to take the courses. They are also more likely to transfer to a higher-level college and to complete a bachelor's degree. Bettinger 2005

    17. Assessing faculty Whether an instructor teaches full-time or part-time, does research, has tenure, or is highly paid has no influence on a college student's grade [0.5%], likelihood of dropping a course [1.3%] or taking more subsequent courses in the same subject [4.0%]. Hoffman 2006

    18. Assessing faculty We have shown that student evaluations [of faculty] differ from the ideal construct, because they do not appear to reflect learning, but are sensitive to grading leniency. Weinberg 2007

    19. A portal is the toolbox of the knowledge worker

    21. Suppes at Stanford University First Year Russian 1972

    22. Suppes at Stanford University Learning Trajectories

    23. Learning trajectories Add “supplementary materials” to the red line Add “more time” to the purple line Supplementary mastery vs boredom Additional time for those who need it.Add “supplementary materials” to the red line Add “more time” to the purple line Supplementary mastery vs boredom Additional time for those who need it.

    24. Assessing portals At one university 85% of the students personalized their portal. At most colleges and universities less than 10% personal their portal. uPortal 2005 Why?

    25. Assessing portals “Time on task” Learning style, Warning to faculty and advisors Suppes 1971-1972 Focus Portlet/channel use AICC 2001 Purpose Portlet/channel use by type University of Delaware 2004

    26. Assessing VRE portals Data [from the archeology site] is available in 7 weeks instead of one year. Data from several projects is consolidated and has a single presentation increasing the quality of research. Others use the data and contribute. Mark Baker 2008 [unpublished]

    27. Impact on classroom activities

    28. The student’s perspective

    29. “Portals are a journey of increasing functionality for expanding communities."

    30. The end jxf@immagic.com jxf@Georgetown.edu

    31. What about Web 2.0? What is the educational purpose? Is the college willing to take responsibility for content? Is the content to be shared? Who is responsible for content? Who “owns” the content?

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