1 / 15

Measuring Learning that Works!!

Learn how to choose the right measures to assess student learning, including direct measures using work products and indirect measures like surveys. Consider factors such as timeliness, cost, and who will analyze the information. Utilize rubrics for efficient and consistent grading.

gailg
Download Presentation

Measuring Learning that Works!!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Measuring Learning that Works!!

  2. Measures • Direct – actually using a student work product • Indirect – not using a student work product

  3. Remember this: • Measures are where the “Rubber Meets the Road” for Outcomes.

  4. Direct Measures • Students demonstrate knowledge or skills through their work.

  5. Indirect Measures • Perceptions of learning (e.g. a survey)

  6. Choosing Measures • Implement the easiest/most interesting measures first • Evaluate timeliness and cost (including the most valuable resource--faculty time) • Consider WHO will analyze the information • WHEN will it be analyzed (over summer?)

  7. Choosing Measures • Measure Student work toward the end of the degree program • Select measures that can be controlled by the program • Measure things the program can influence

  8. Choosing Measures • For new measures, consider a pilot study to determine • difficulty of data collection • usefulness of results • whether the data answer the right question

  9. Choosing Measures • Be mindful of motivation • An exit exam that is not part of a course grade might not accurately reflect what students know • A long employer survey may yield too low a response rate • Get faculty feedback—will they take stock in the results?

  10. Rubrics A way to manage analytical grading by breaking the overall evaluation of an assignment into specific criteria or expectations, rating each criterion on a scale.

  11. Rubrics • Advantages: • Saves time • All graders use the same criteria • Graders use criterion-referenced judgments (level of competence), rather than norm-referenced judgments (performance relative to others)

  12. Rubrics Use or adapt a rubric that already exists (examples in every discipline!) OR Create one:

  13. Or Create a Rubric! • identify the elements of the assignment to be evaluated – list down the left column of a grid • identify the levels of performance (e.g. excellent / proficient/ acceptable/ unacceptable) – list across the top of the grid • to improve reliability and reduce ambiguity, include a detailed description of each trait at each level of performance in the boxes

  14. Rubrics

  15. Questions?

More Related