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Assessing Student Learning Stephanie Hankins CUR/528 Instructor: Laura Armer December 21, 2015
What is Assessment? • Goals • What outcomes are we looking for? • Information • What academic measures are being achieved? • Action • What have we discovered from the data collected?
Assessment Types (Standardized Tests) • Common question bank • Scored in consistent manner • Compares results to other individuals • Multiple-choice, open-ended, performance
Assessment Types (Samples & Portfolio) • Collection of work • Shows growth over time • Individualized view of student • Data can be in various forms
Assessment Types (Performance) • Demonstration of student abilities • Requires more time • Can become costly • May insight higher student stress levels
Using the Assessment Tools • Standardized Testing – Use results along with data when making instructional decisions. Use to help set individual goals with student. Data shows students performance levels throughout class as a whole. Identifies where students are and where they need to go next. • Samples & Portfolio – Provides communication and accountability to a range of audiences. Serves as a cross-section lens for future analysis and planning. Offers the possibility of addressing short comings of traditional assessment. • Performance – Helps create coherence for the teaching across the program. Used to actually grade the work versus the student. Used to make adjustments to the content and workplace skills so that they fit the needs of the community.
Resources A guide to standardized testing: The nature of assessment. Center for Public Education. Retrieved from http: //www. centerforpubliceducation. org/Main-Menu/Evaluating-performance-A-guide-to-standardized-testing-The-nature-ofassessment Sewell, M. , Marczak, M. , Horn, M. (nd). The Use of Portfolio Assessment in Evaluation. The University of Arizona. Retrieved from http: //www. methodenpool. uni-koeln. de/portfolio/USE%20 OF%20 PORTFOLIOS%20 IN%20 EVALUATION. htm Walvoord, B. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education, 2 e. New York: John Wiley & Sons Publishing (Performance Image) https: //encrypted-tbn 2. gstatic. com/images? q=tbn: ANd 9 Gc. Rr 49 r 2 QPPC 6 ea 91 Bp. UWf. Vds. VVq 4 PDAkdwggbqn. MQj_h_7 WDWW (Portfolio Image) https: //encryptedtbn 2. gstatic. com/images? q=tbn: ANd 9 Gc. STu 9 Jehs. UCOZoj. Gg. KA_exj__Xm 0 C 9 ERFz 7 Hxnrmd 5 -5 X 0 J 84 uxx. Q (Standardized Image) https: //encrypted-tbn 2. gstatic. com/images? q=tbn: ANd 9 Gc. QYsw. Zu. P 8 a 6 -X-CEOy. QDHu 9 y. PZXGb. VVPLu 22 ov. KDqtd. XQ 2 du 5 x