1 / 18

I Have This Data – Now what?

I Have This Data – Now what?. Wendy Dusek and Andrea Schullo WITC. Analyze how assessment results can be used to improve student learning Design an assessment plan to improve student learning – close the assessment loop. Workshop Outcomes:.

redell
Download Presentation

I Have This Data – Now what?

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. I Have This Data – Now what? Wendy Dusek and Andrea Schullo WITC

  2. Analyze how assessment results can be used to improve student learning Design an assessment plan to improve student learning – close the assessment loop. Workshop Outcomes:

  3. You base your teaching and assessment on predetermined performance-based program outcomes and course competencies You use a variety of formative and summative assessment strategies Your assessment strategies are valid and reliable Assumptions

  4. The Assessment Loop Grades Develop/Review Outcomes/Competencies

  5. How do the performance standards in the COS’s guide this decision? What role do students have in the process? What other variables would affect your choice of an assessment tool? How do you document that? How do you decide What tools to use?

  6. one idea to consider

  7. Standard Report from eac

  8. Example of data set from Mult. choice test in EAC Outcomes

  9. Competency:    Explore meal preparation for camping. You will demonstrate your competence • By planning a menu and preparing a meal for a given camping environment Your performance will be successful when • The meal menu is appropriate for the camping environment • The meal menu is nutritionally balanced • The meal preparation includes at least one cooked item • The meal preparation is appropriate for the camping environment • The meal prepared is edible • Food is properly stored before and after meals Learning Objectives: • Explain how meal menus vary depending on the camping environment. • Explore menu options for camping. • Demonstrate methods for cooking food in various camping environments. • Explain strategies for securing food items from wild animals in various camping environments. Sample – Camping 101 Competency

  10. Sample Assessment Learners will be randomly assigned a camping environment. They will plan a menu for a three-day camping trip and prepare one meal for their assigned camping environment. (sample size is 20 students)

  11. Disaggregated data

  12. Everyone shares tools used to assess a common outcome • Student work samples/portfolio • Anecdotal notes gathered over a period of time • Rubrics What other options could you consider?

  13. You need a place to document changes made based on assessment data so you can follow results longitudinally • A few ideas: • Wiki • One Note • Portfolio • ‘class’ within your LMS Need a method to ‘Keep notes’

  14. Compare your assessment tools to course competencies/objectives/outcomes. Identify gaps and overlaps. Analyze student achievement by competency/objective/outcome. Plan adjustments in teaching and assessment strategies to address findings. Homework Tasks

  15. Base your decisions on your data • Make sure your data is reliable and valid • Document your data results and changes • Utilize formative assessment often • Listen to your students Closing Points

  16. Using Assessment to Improve Student Learning and Progress: http://www.pearsoned.com/pr_2009/051309.pdf This article makes the distinction between assessment for learning and assessment of learning and includes a nice table identifying the differences. • Using Assessment to Improve Instruction: http://www.uknow.gse.harvard.edu/decisions/DD2-4.html • Center for Instructional Innovation & Assessment: http://pandora.cii.wwu.edu/cii/resources/modules/assessment/default.asp#assessment Makes the connection between teaching and learning. • Black, Paul & Wiliam, Dylan. (1998). "Classroom assessment and learning." Assessment in Education: Principles, Policy and Practice. 5 (1), p. 7-73. • Atkin, J. M., Black, P., & Coffey, J. (2001). Classroom assessment and the national science standards. Washington, DC: National Academies Press. • Chappuis, S. (2005). Is formative assessment losing its meaning? Education Week, 24(44), 38. • Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right—using it well. Portland, OR: Educational Testing Service. • Chappuis, Stephen, and Jan Chappuis. "The Best Value in Formative Assessment." Educational Leadership 65.4 (2008): 14-19. Web. 1 May 2010. http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx. • Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane (2005), is published by the Harvard Education Press. http://www.uknow.gse.harvard.edu/decisions/DD2-4.html A list of ReSources:

  17. Why Do We Assess?

  18. What is Assessment of Student Learning?

More Related