Participates will create assessment processes that demonstrate student learning outcomes are being met Formative vs Summative Assessment Formative Monitoring Student Learning Helps students identify their strengths and weaknesses and target areas that need work ID: 811472
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Slide1
Assessment Means
Slide2Learning Outcome
Participates will
create assessment processes that demonstrate student learning outcomes are being met.
Slide3Formative vs. Summative Assessment
Formative= Monitoring Student Learning
--Helps students identify their strengths and weaknesses and target areas that need work
--Helps faculty members to recognize where students are struggling and address problems immediately
Summative= Evaluate Student Learning
--Provides data that is used to measure if students have met the set standard.
--IE reports are primarily concerned with summative assessment
Slide4Direct and Indirect Measures
Direct Measures: Tangible, visible, compelling evidence of exactly what students have and have not learned
Capstone Experiences, Exams, Pre-/Post-Scores
Indirect Measures: Proxy signs that students are learning
Course Grades, Graduation Rates, Alumni/Student Surveys
All outcomes should have a direct measure.
Slide5Setting Standards of Success: Rubrics
Advantages of Rubrics
Describes the criteria that will be used to evaluate student assessment practices
Allows for flexibility in assessment tools across class assignments
Clarifies vague, fuzzy goals
Help students understand your expectations and to self-improve
Inspire better student performance
Makes scoring easier and faster
Improve feedback to students and faculty
Slide6Data Collection Process
Clarity concerning data collection process makes assessment easier and more meaningful
When will data for assessment be collected?
How will data be collected?
Who is responsible for the collection of data?
If a sample of students is used, provide a justification for why the sample is a good representation of the entire program?
Slide7Target Level of Performance
Desire result specified and justified as to the validity of the set target level of performance.
Often adjusts through cycles of assessment
When using rubrics for assessment target-level is for specific criteria.
Slide8Deciding on Assignments using: Foundation of Assessment
Hope-Filled: Formative Assessment provides insight into the growth of students as they move to the unrealized reality of the Kingdom.
Shalom-Focused: How do the assessment practices move students, faculty, LETU, and the community toward wholeness/completeness as understood within the Kingdom of God?
Love-infused: How do your assessment tools demonstrate love for your students, faculty, and God?
Slide9Sample Learning Assignments
Practicums and Student Teaching with supervisor evaluation
Senior Design Projects
Service Projects
Develop training manuals
Poster Presentations
Experiment and other laboratory experience
Slide10Group Discussion
Pick one of your outcomes
What is your Assessment Tool? Why is it appropriate? Rubric Criteria?
What is the data collection process?
When will data for assessment be collected?
How will data be collected?
Who is responsible for the collection of data?
If a sample of students is used, provide a justification for why the sample is a good representation of the entire program
?
What is your Target Level of Performance?
Could you redesign the assignment to move students, campus, or community closer to Shalom?
Slide11For Next Time: Two Weeks.
Begin looking at your outcomes, mapping how the program curriculum leads to the desired outcomes.
What Formative Assessments lead to Summative Assessment?