MPS 3: Self-assessment

1. MPS 3: Self-assessment Donald R. Woods Chemical Engineering Department McMaster University Hamilton, Ontario Canada

2. MPS 3: Self-assessment

3. MPS 3: Self-assessment Why important? 1. Motivates us. 2. Develops self confidence. 3. Helps us to see where we are. 4. Skill needed throughout life. 5. Guides us in modifying our life. 6. Develops positive self image. 7. Improves learning.

4. MPS 3: Self-assessment Pretest: Use an “x” to rate your Awareness & Skill Time 10 s Finish by _________ Objectives... Read over... Time _____ Finish by _________

5. MPS 3: Self-assessment Where it fits in

6. MPS 3: Self-assessment Misconceptions about assessment Is not freedom to give yourself 100% is not evil; not something to be avoided is not an assessment about personal worth is about performance is based on evidence

7. MPS: Self-assessment Why important for learning? Provides internal motivation for learning. Gibbs says "Whoever owns the assessment, owns the learning.” Novak and Schwab say “assessment is one of 5 key elements of effective learning.”

8. MPS 3: Self-assessment Why important for life? Your performance will be assessed by others; you should know what is expected in the assessment process. You will assess the performance of others; you should know how to do it empathetically and correctly. Self-assessment builds your self-confidence. Self-assessment is a key part in personal goal setting.

9. Self-assessment Research evidence that self-assessment is reliable and valid: Teacher as standard: Brown and Pendlebury "Assessing Active Learning" 1992 within ± 10% underestimate -10% overestimate +10% Self 76% 23 1 Peer 80 6 14

10. Self-assessment

11. MPS 3: Self-assessment Activity:

12. MPS 3: Self-assessment I can do it!

13. MPS 3: Self-assessment Done! Looks good Score it

14. MPS 3: Self-assessment

15. MPS 3: Self-assessment

16. MPS 3: Self-assessment What happened?

17. MPS 3: Self-assessment Principles, Assessment is 1. based on performance - not personalities. 2. based on evidence - not feelings. 3. done for a purpose with clearly-defined performance conditions. 4. done in the context of published goals, measurable criteria and pertinent, agreed-upon forms of evidence. 5. based on wide variety of different evidence.

18. MPS 3: Self-assessment

19. MPS 3: Self-assessment General Guidelines 1. Goals: What is being assessed? Who creates? Are the goals explicit and published? 2. Criteria: related to the goals? Can each criterion be measured? Who creates ? Are the criteria explicit and published? 3. Form of evidence: Consistent with the criteria? 4. Resources: Possible to achieve in the time and with the resources available? 5. Assessment process: purpose? Under what conditions is the student’s performance assessed? Who assesses? What feedback is given by the assessor? Form of feedback? Timing of feedback? Who delivers the feedback? 6. Training in the assessment process: Student and the assessor received training in assessment?

20. MPS 3: Self-assessment

21. MPS 3: Self-assessment Activity: You want to show someone that you know how to brush your teeth. The subgoal is “to put the toothpaste on the tooth brush.” As individual write the goal in clear words so that there is no ambiguity in the task of “putting toothpaste on your tooth brush.” TIME 4 min

22. MPS 3: Self-assessment Demo

23. MPS 3: Self-assessment Obtaining Not observable You should know the difference between a circle & and ellipse. At the end of this activity you will know atomic structure. observable goals: Improved Given a sketch of a variety of circles & ellipses, you can point to the circles and be correct 90% of the time. Given the name of an element, you will write out the state of the orbitals using spectroscopic notation...

24. MPS 3: Self-assessment DO NOT USE know feel understand be aware of plan interpret solve size USE describe point to construct calculate determine write out list show how to

25. MPS 3: Self-assessment ActivityObtaining well-stated Goals As _______________________ For Joe's goals, circle a response to show whether the stated goal is unambiguous and observable or not.. Evidence sheet __________ TIME _____ ********************************************** DISCUSS TIME _______

26. MPS 3: Self-assessment Activity: Repeat the activity for "Brush your teeth" Evidence sheet ______ and revise as needed. TIME ____ FINISH BY _____

27. MPS 3: Self-assessment Criteria Def: measuring instrument used to assess merit, value, worth, acceptability, goal reached.

28. MPS 3: Self-assessment Goal To operate a car safely on a 4-lane road so that can stop in time if the car ahead stopped suddenly. Be creative Open car door with key Criteria Speed of reflexes < 3 s Distance separating cars > 15 m Generate 50 ideas in 5 min Ideas in > 7 classes Select correct key in 2 attempts Insert key the full depth in 2 attempts Rotate the key so that the lock pops up & door can be opened in 2 attempts

29. MPS 3: Self-assessment Make criterion measurable Vague: silent valuable good worthy inexpensive < 50 db at 3 m < $50

30. MPS 3: Self-assessment Which is the longest string?

31. MPS 3: Self-assessment Longest string? White string... If you can’t unravel the yellow Yellow string... If you can unravel it. So What? Need to specify the “Given” conditions Given that you cannot unravel the strings, which is the longest string? The Given condition is important to specify

32. MPS 3: Self-assessment Activity: Worksheet __________ as individual do problem __fastest writer___ TIME ____ FINISH BY _____ Discuss with neighbour

33. MPS 3: Self-assessment Activity. Criteria, Toothpaste on the tooth brush As _____________ for each well-stated subgoal identify a measurable criteria Evidence sheet _______ and revise as needed. TIME ____ FINISH BY _____

34. MPS 3: Self-assessment Activity: As individual, Summarize for yourself what you have learned about writing observable goals with measurable criteria Use reflection sheets TIME 5 min

35. MPS 3: Self-assessment Evidence We have Goals - measurable criteria - sufficient resources to be able to achieve the goals in the time and with the resources available We need to have/take opportunity to gather EVIDENCE to support a claim that we have reached the goal!

36. MPS 3: Self-assessment What constitutes evidence? Some examples include: written reflections written activities videotaped activities peer and self-completed, standardized feedback forms. • In assessment, focus on the evidence. Journal writing integrates the evidence and helps you to make claims; the journal becomes the evidence.

37. MPS 3: Self-assessment Evidence, Example: written reflections Importance of reflection: thinking about what you have experienced in the past, including knowledge, attitudes, feelings, surprises, reactions to what you did, what others did, felt and responded. Research says.... Kimbell et al. (1991) “problem solving skill improved if written reflection was required throughout the problem solving process” Schon (1987) “reflection is needed to educate the professional practitioner” Harris (1993) “reflection develops our skill.”

38. MPS 3: Self-assessment Evidence Example: brush teeth Goals... so that both performer & assessor know what is expected Criteria ... so that both performer & assessor know what is expected Evidence: ● written reflections.. you write after the task ● written activities.. written evidence of the different efforts to improve [form 300] plus related activities for Joe’s goals; and criteria activity ● videotape of you brushing teeth.. OK but assess ● written peer feedback Then, look at the evidence and see the degree to which the goals have been achieved.

39. MPS 3: Self-assessment Evidence Example: Goals meeting activities in PBL Goals... so that both performer & assessor know what is expected; see also MPS 36 goals Criteria ... so that both performer & assessor know what is expected Evidence: ● written reflections.. you write after the task ● list of learning issues generated ● tutor’s written response to your list ● self assessment of progress toward target skills ● group contract ● reflective journal ● agenda for the meeting

40. MPS 3: Self-assessment Example applications of self-assessment: 1. Resume writing: self-assessment your skills that you bring to a company 2. Personal growth project: set goals, criteria and forms of evidence for an activity you always wished you could do (learn a language, ball room dancing, gourmet cooking, lose weight, play the piano) 3. Reflective journal about your skill development from the MOS workshops. 4. Applications for PBL

41. MPS 3: Self-assessment Application # 1: Resume writing Assess your skills for a resume · be quantitative · initiative shown · commended for · communication/leadership amount of supervision

42. MPS 3: Self-assessment Initial effort • I play the piano. • Swept the floors in hospital • lifeguard at a pool Revised • Grade 9 RCM; lead 10 sing songs per year; perform under pressure

43. MPS 3: Self-assessment Activity: As an individual complete one “Skills Background” worksheet for work, spare time or school add descriptors TIME ___ FINISH BY _____ Descriptors: Abstracting, administer, advise, analyze, anticipate, appraise, arrange, assemble, budget, calculate, classify, etc.

44. MPS 3: Self-assessment Example: Store clerk “handled over 20 customers/day; sales about $1000/day, managed complaints, commended for my poise with difficult customers., developed accountability, good interpersonal skills” Quantitative: 20, $1000 Identified skills developed here: accountability, interpersonal skills, poise Activity: Rewrite the description of activity so as to include the descriptors, extent, responsibility, initiative As Individual TIME _______ Discuss with neighbour:

45. MPS 3: Self-assessment Employers are looking for your unique skills and how you know you have these. Example skills: communication, leadership, maturity, take advantage of life’s opportunities, have short and long term goals, have balance in life Naturally, we want to say “I’ve got them all!” but we need evidence. Skills you bring: List 7 bits of evidence about where the skills were developed For each listing of evidence: be quantitative: how much? How many? make consistent with skills claiming

46. MPS 3: Self-assessment Activity: Discuss with neighbour the resume of Mary Jane TIME _______ _______________________________________ Write reflections about assessment and about resume writing as an application of self-assessment TIME ______

47. MPS 3: Self-assessment “From my work at the hospital and the children’s camps, I can work well with others, perform well under stress and show initiative.” “Because I had a chance to travel widely and to live in different countries, I gained invaluable insight into people as races and as individuals. As a result I can adapt quickly to new surroundings and to people with different social values. “ Activity: Provide a resume, a covering letter for a summer job in the engineering department of Spruce Mills Pulp and Paper

48. U3: Self-assessment #2 Personal Growth Project Activity For a personal goal: cook, dance, manage stress, time management, lose weight, exercise program create observable goals, measurable criteria, and types of evidence you will gather over the next two months TIME ___ FINISH BY ____

49. U3: Self-assessment #3 Journal writing of skill Developed in MPS

50. MPS 3: Self-assessment #3 Journal writing