welcome to module 3!
Module 3 Objectives:
Did you know that there are several misconceptions about designing assessment tasks to assess student learning? Can you guess what those misconceptions might be?
Watch this brief video to explore what some of the most common misconceptions, and learn what you can do to avoid falling into one of these common traps…
- Select an appropriate assessment method to assess a course student learning outcome.
- Describe why project, exam, or course grades may or may not validly assess project or course student learning outcomes.
- Determine if “authentic” assessment methods could be used.
Did you know that there are several misconceptions about designing assessment tasks to assess student learning? Can you guess what those misconceptions might be?
Watch this brief video to explore what some of the most common misconceptions, and learn what you can do to avoid falling into one of these common traps…
qUALITY LEARNING OUTCOMES ASSESSMENT
Quality learning outcomes assessment produces accurate information that is used effectively to increase student learning.
Using multiple, and different types, of assessments:
Using multiple, and different types, of assessments:
- allows you to assess how your students are doing throughout the semester to help give more timely student feedback (formative assessment)
- helps you avoid documenting all assessment-related activity at the end of the semester
- increases the probability that you and your students will engage in authentic assessment: something your students would do in real life, or in their professional careers
- helps you avoid using exam scores as the predominant assessment method, which does not provide adequate feedback about students’ performance on course Student Learning Outcomes (SLOs)
(RE)Consider your Course Learning Outcomes
Return to your course learning outcome. You now know the level of thinking or performance that should be achieved by your students according to Bloom’s taxonomy. The next step is to determine: What could your students do that would show you that they have learned the knowledge or skills targeted in the learning outcome?
Ask yourself the following questions:
Ask yourself the following questions:
- What kinds of evidence would you need to show that the student met the target level of thinking designated by Bloom’s taxonomy?
- What specific characteristics in student responses, products, or performances should you examine to determine the extent to which the desired results were achieved? (eg., criteria, benchmarks, rubrics, exemplars)
- Does the proposed evidence allow you to infer a students’
DOWNLOAD these WORKSHEETS to see how several faculty have taken their their courses from outcome to assessment method to results:
1. Ideas for Course Learning Outcomes Assessment – Career & Technical Education (CTE)
2. Ideas for Course Learning Outcomes Assessment – Arts & Sciences (A&S)
1. Ideas for Course Learning Outcomes Assessment – Career & Technical Education (CTE)
2. Ideas for Course Learning Outcomes Assessment – Arts & Sciences (A&S)
ACTIVITY: GRADES VS. ASSESSMENT OF OUTCOMES
One particular problem encountered when designing assessments is the narrowness of the assessment tasks typically used. For example, many faculty often use exam or course grades as the predominant (or only) assessment methodology. Grades can be a major source of data for assessment. However, while assessment of learning can and does rely on course grades, instructors’ course grading criteria may also be based on behaviors and activities unrelated or in addition to the course learning outcomes: participation, attendance, extra credit or even effort. Additionally, other faculty narrowly utilize a specific method, such as multiple choice or short answer questions, for the majority, if not all, of their assessment tasks. While multiple choice questions can measure some components of critical thinking, other more “authentic” methodologies more validly measure how well students are able to apply course knowledge to perform ‘real life’ skills.
REFLECTION ACTIVITY:
Look at the grade distributions for the different learning activities below, designed to meet different "professionalism" course student learning outcomes.
1. What trends do you notice?
2. What might you conclude about the students’ grades versus meeting the student learning outcomes 1 and 2?
REFLECTION ACTIVITY:
Look at the grade distributions for the different learning activities below, designed to meet different "professionalism" course student learning outcomes.
1. What trends do you notice?
2. What might you conclude about the students’ grades versus meeting the student learning outcomes 1 and 2?
FOR FEEDBACK, LOOK TO THE VERY BOTTOM OF THE PAGE
AUTHENTIC ASSESSMENT
Are you using authentic assessment methods?
How do you know?
What does authentic assessment look like?
Authentic assessment, according to the experts:
In addition to the “Ideas for Course Assessment Learning Outcomes Assessment” worksheet, visit the examples under “College/University Level” on Mueller’s Authentic Tasks and Rubrics Page of the Authentic Assessment Toolbox.
How do you know?
What does authentic assessment look like?
Authentic assessment, according to the experts:
- "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills" -- Jon Mueller
- "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).
- "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
Quotes from Jon Mueller’s Authentic Assessment Toolbox
In addition to the “Ideas for Course Assessment Learning Outcomes Assessment” worksheet, visit the examples under “College/University Level” on Mueller’s Authentic Tasks and Rubrics Page of the Authentic Assessment Toolbox.
FINAL THOUGHTS: Double-check alignment
After creating your learning activities and assessment tasks, go back to your learning outcomes and make sure there is still a good match, or alignment, between what you want students to learn and how you are asking them to show evidence of that learning. If you find a mismatch, you will need to modify your assignments and/or assessment tasks.
Thank you for participating in this training!
If you have further questions about this training, or would like more information, please visit the TSJC Assessment webpage, or contact Jean Downs, Assessment Coordinator.
Please click on the button below to continue to the ASSESS YOURSELF Quiz!
If you have further questions about this training, or would like more information, please visit the TSJC Assessment webpage, or contact Jean Downs, Assessment Coordinator.
Please click on the button below to continue to the ASSESS YOURSELF Quiz!
FEEDBACK TO Activity Question Above:
According to grade assignment, Student 1 and Student 3 obtain the same grade but in terms of their learning outcomes, it is clear that the students learning outcomes are very different, with student 1 demonstrating weakness in “identification” and “demonstration” and student 3 demonstrating strength in “identification” and serious weakness in “demonstration.” As you can see, the grade alone does not help the student or instructor identify which component skills the student has mastered.