Assessment in Action: Fall 2012

1. Assessment in Action: Fall 2012 Student Academic Achievement Committee Co-Chairs Erik Huntsinger Pete Turner

2. What We’re Learning. .

3. Egg Plant

4. Think, Pair, Whole Group Share (Erik)

5. Dr. Pepper

6. Learning College (Pete) • Roots • Basic Principles • Assessment Connection

7. Roots • Philosophical beginnings – shift from facultyneeds to student outcomes • George Boggs • Terry O’Banion • League for Innovation League for Innovation Initiative (The Learning, n.d.) • Learning College Project • Vanguard Colleges • Exemplars Learning College Principles • Purveyors of Best Practices

8. Basic Principles • “Places learning first and provides educational experiences for learners anyway, any place, any time” (The Learning, n.d.) • Focus on teaching and learning • Learner centered – college commitment of: • Resources • Energies • Actions - for continual improvement

9. Areas of Emphasis – The Learning College

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11. Partner Prediction • Turn to your partner and ask: What do you think the connection is between the Learning College and Assessment? • When called on to share, say “My partner ____________ predicted:___________”

12. So . . . What is Assessment? • The informal and formal gathering of student data to assess student learning. • “Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1993)

13. Why Assessment? It’s all about LEARNING!! Source: Classroom Assessment and Grading that Work, Marzano, 2006

14. I-pod

15. Bloom’s Levels of Thinking

16. Domains of Learning

17. Bloom’s Levels – Why? • Better lesson objective/design • Foster creative thinking • Better questioning strategies • More complete student assessment • Familiar w/Terminology • EMCC Core Value – Development of Critical Thinking Skills

18. Bloom’s Levels – What? • Remember (Knowledge) • Understand (Comprehension) • Apply • Analyze • Evaluate • Create (Synthesize) R U An Apple-Eating Crocodile?

19. Behaviors (Can students recall?): Name List Write Define Repeat Show Recall Questions/Prompts (Eliciting factual answers, testing recall and recognition): Who, where, what, why, when, etc. Describe How, how much Define Which one Reproduce Bloom’s Levels - Remember

20. Behaviors (Can students explain?): Summarize Illustrate Describe Paraphrase Explain Questions/Prompts (Translating, interpreting, and extrapolating): Indicate Summarize Explain Define Give example Translate Bloom’s Levels – Understand (Comprehension)

21. Behaviors (Can students use ideas?): Solve Demonstrate Apply Model Use Construct Compute Questions/Prompts (Use in situations that are new, unfamiliar): Apply Construct Demonstrate Illustrate What would . . . What uses . . . Bloom’s Levels – Apply

22. Behaviors (Can students see relationships?): Categorize Contrast Take Apart Separate Compare Dissect Questions/Prompts (Breaking down into parts, relating parts to the whole) Dissect Contrast Separate Distinguish Classify Graph Bloom’s Levels - Analyze

23. Behaviors (Can students make judgments and support them?): Debate Justify Judge Criticize Support Conclude Questions/Prompts (Judging according to some set of criterion and stating why): Editorialize Dispute Defend Choose why Verify Evaluate Bloom’s Levels - Evaluate

24. Behaviors (Can students combine and create a new entity?): Synthesize Invent Develop Compose Imagine Improve Questions/Prompts (Combining elements into a pattern not seen before): Design Forecast Build Predict Make up Hypothesize Bloom’s Levels – Create (Synthesis)

25. Light Beer

26. Level I Workshop • Formative v. Summative • Course, Program, and College • Learning College (again!)

27. Assessment and Student Learning Assessments that encourage learning • Students track their own progress • Specific measurement topics • Use Graphs • Engage students in self-reflection • The method of mounting evidence: Averaging Scores = Final Achievement (Marzano, 2006)

28. Assessment, Continued FORMATIVE ASSESSMENT: • Used while instruction is occurring • Information gathered by teacher to inform instruction SUMMATIVE ASSESSMENT: • Information gathered at the end of a unit for purpose of judging outcome

29. Whole Class Project Formative Assessments Summative Assessments

30. Most Effective Assessment? FORMATIVE ASSESSMENT: • “The gains in achievement are … among the largest ever reported for educational interventions”Black & William, 1998 AUTHENTIC ASSESSMENT • “Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school“Ormiston, 2011

31. Gatorade

32. Course, Program, College Formative or Summative? Course Assessments: • Unit • Mid-Term • Final Program • Common Final • Student Success College • Completion • Certificates • Student Satisfaction

33. Nightmare

34. Learning College Characteristics with regards to Faculty Actions: • Authentic Assessment • Experiential Learning • Sharing • “Passionate Innovators” • Always seeking better ways to increase learning • “Collaborative communities of learning and practice”

35. References • Angelo, T.A. & Cross, K.P. (1998). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass. • Huber, M.T. (2008). The promise of faculty inquiry for teaching and learning basic skills. A Report from the Carnegie Foundation for the Advancement of Teaching: Strengthening Pre-Collegiate Education in Community Colleges. Retrieved from: http://eric.ed.gov/PDFS/ED503130.pdf. • The Learning College Project (n.d.). The League for Innovation in the Community College. Retrieved from: http://www.league.org/league/projects/lcp/index.htm • Marzano, R. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. • Ormiston, Meg (2011). Creating a digital-rich classroom: Teaching & learning in a Web 2.0 World. Bloomington, IN: Solution Tree. • Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: Association for Supervision and Curriculum Development. • Turner, R. (2003). A pragmatic approach to educating: Connecting problem-based learning to service learning. Dissertation, Capella University. UMI # 3068397

36. Dandelions