RSMAS TA Training: Assessment and Grading

1. RSMAS TA Training:Assessment and Grading Lead by Johnna Infanti August 20, 2012 – August 23 2012

2. Outline • What should you expect as a TA • Writing test and homework questions • Rubrics • Grading Information • What is assessment • Types of assessment

3. What is assessment? Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. How effectively are teachers teaching? How well are students learning?

4. What is assessment? Quizzes and Tests Lab Reports Assessment can have many forms! Homework Projects Essays

5. Formative Assessment • generally carried out throughout a course or project • provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning Summative vs. Formative • Formative Assessment • most effective when they are done frequently • Information used to effect immediate adjustments in the day-to-day operations of the course • Formative assessments are diagnostic • Summative Assessment • generally carried out at the end of a course or project • Used to assign students a course grade • Summative assessments are evaluative.

6. Classroom Assessment Techniques • What is a CAT? • Formative evaluation method • Used to assess how well students understand course content and effectiveness of teaching methods • Basic feedback tool for monitoring how well students are learning the course content to make timely instructional adjustment than as basis for grades • What can CATs do for faculty? • Will provide feedback that can be used immediately • Provides information about how much students have learned without time commitment to grading/etc • What can CATs do for students? • Develop self-assessment and learning management skills • Reduce feelings of isolation • Increase understanding and ability to think critically about course content Meow! EXAMPLES GIVEN IN PACKET (pg 7) http://www.celt.iastate.edu/teaching/cat.html

7. CAT’s: “Feedback Loop” • Classroom Assessment is Ongoing • Using a number of simple CAT’s, teachers get feedback on student learning • Faculty completes loop by providing students with feedback on the results of the assessment and suggestions for improving learning • Using classroom assessment again, faculty can check on the usefulness of their suggestions • The approach will become more integrated into everyday classroom activities, and the communications loop connecting faculty and students becomes more efficient and effective EXAMPLES GIVEN IN PACKET (pg 7) http://www.celt.iastate.edu/teaching/cat.html

8. What will you be expected to do as a TA? Some things you may wish to discuss: Some typical expectations: • Write test and homework questions • Grade assignments • Grade exams Discuss expectations with course professor before course begins! • Grading expectations • Style of test/homework questions • Time commitments

9. Writing Effective Test and Homework Questions • Questions should be • Effective • Fair • Challenging • Creative • Questions should allow students to: • Show what they know, not what they don’t know • Have an equal chance of success • Questions should be designed: • To accurately reflect emphasis placed on important aspects of instruction • To be completed within the time limits of the course

10. Some Examples… http://caacentre.lboro.ac.uk/dldocs/otghdout.pdf

11. Bloom’s Taxonomy of Educational Objective and Questions Use to design questions that utilize higher order levels 6 levels of intellectual understanding

12. Comprehension: • Understanding the meaning of information • Restating • Translating • Interpreting • Explaining • Sample Question Frames • Restate in your own words…? • Convert Fractions into…? • List 3 reasons for…? • Application: • Applying rules, methods, or principals to a new situation • Using a formula to solve a problem • Classify something as a specific example of a general principal • Sample Question Frames • How is … an example of …? • How is … related to…? • Why is … significant? Some Examples… • Knowledge: • Recognizing and recalling information • Dates • Events • Persons • Definitions • Sample Question Frames • Who invented the…? • What is meant by…? • What is the…? http://www.ksde.org/LinkClick.aspx?fileticket=6PmcGOcdLB8%3D&tabid=1660&...

13. Synthesis: • Discovering/creating new connections, generalizations, patterns or perspectives. Combine ideas to form a new whole. • Sample Question Frames • What would you infer from…? • What ideas can you add to…? • How would you create a…? • Evaluation: • Using evidence and a reasoned argument to judge how well a proposal would accomplish a particular purpose • Resolving controversies or differences of opinion • Sample Question Frames • Do you agree…? • How would you decide about…? • What priority would you give…? Some Examples… • Analysis: • Identifying the organization and patterns within a system by identifying its component parts and relationships among components • Sample Question Frames • What are the parts of…? • Classify … according to… • Outline/diagram… Further Examples http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.ksde.org/LinkClick.aspx?fileticket=6PmcGOcdLB8%3D&tabid=1660&...

14. What about Grading? • Some helpful tips before you start • Do not procrastinate • Establish a set of criteria before you begin (like a rubric) • Keep grades subjective • Keep grades confidential • Remember that there is no one right way to grade an exam or homework! http://www.phdcomics.com/comics/archive/phd052410s.gif

15. Rubrics • Can communicate expectations of quality around a task • Delineate consistent criteria for grading • Provide basis for self-evaluation, reflection, peer review What is a Rubric? Set of criteria and standards typically linked to learning objectives that is used to assess or communicate about performance Example rubric pg 8

16. Rubrics • Rubrics can be many formats • Table • % of total grade • Numerical scale • Can be used for large project, paper, presentation, group work essay, individual short answer question About Rubrics More on Sample Rubrics Rubric for Written Composition Rubric for PowerPoint Presentations

17. Practice on models • Use sample assignments • Can build student confidence by teaching them how the instructor would use the rubric on their work • Use teacher assessment • Use the same rubric students used to assess their work • Articulate gradations of quality. • Categories should concisely describe levels of quality (bad to good) • A conservative number of gradations keeps rubric user friendly while allowing for fluctuations that exist within the average range Creating a Rubric Have students look at models of good vs. “not so good” work List criteria to be used in the rubric and allow for discussion of what counts as quality work

18. Rubrics: for Accurate and Fair Assessment • During pre-assessment phase, rubrics: • Clarify expectations and grading methods with learners • Learners can then perform a self-assessment prior to submission of their work • During post-assessment phase, learners: • Are given scored rubric with clear explanation of their grade • Are made aware of their weaknesses and strengths • During assessment phase, rubrics: • Help evaluators remain focused on preset standards of excellence and objectively assess the learner http://www.phdcomics.com/comics/archive/phd051910s.gif

19. Activity • Part 1 • 2 Responses to Test Question (pg 9 and 10) • Student A – pg 9 • Student B – pg 10 • Answer Key pg 11 • FOR THIS PART: • Grade EACH response out of 10 pts WITHOUT using a rubric • Part 2 • Rubric pg 12 • FOR THIS PART: • Grade EACH response out of 10 pts USING the provided rubric • Part 3 • Discussion • Did your grading change when using the rubric? • While still somewhat subjective, do you see the differences in grading strategies when using a rubric vs. without using one? http://www.phdcomics.com/comics/archive/phd051910s.gif

20. Sources Used • http://www.celt.iastate.edu/teaching/cat.html • http://www.gettysburg.edu/about/offices/ees/institutional_analysis/assessment_/faculty-resources/cats.dot • http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/assess-1.htm • http://en.wikipedia.org/wiki/Rubric_(academic) • http://home.lagrange.edu/dlivingston/differentiated.htm • http://www2.gsu.edu/~mstnrhx/457/rubric.htm • http://www.hishelpinschool.com/teaching/rubriccomposition.html • http://www.schools.lth5.k12.il.us/aviston/KBLesson8.html • http://www.english.udel.edu/wc/faculty/tipsheets/rubrics.pdf • http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm • http://www.ksde.org/LinkClick.aspx?fileticket=6PmcGOcdLB8%3D&tabid=1660& • http://caacentre.lboro.ac.uk/dldocs/otghdout.pdf • Angelo, Thomas A. and K. Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers. • Brinkley, A. et al.The Chicago Handbook for Teachers, Second Edition: A Practical Guide to the College Classroom. (University of Chicago Press: 2011).