EVALUATIONASSESSMENT AND FEEDBACK WITH ACTIVE LEARNING Rory Bahadur

EVALUATION/ASSESSMENT AND FEEDBACK WITH ACTIVE LEARNING Rory Bahadur Washburn University School of Law Please do not open envelopes

What will you be doing on Friday, December 18, 2015?

What will you be doing on Friday, December 18, 2015? 1. Grading and Cursing; 2. Reading terrible student answers that make you wonder if you are any good at this stuff; 3. You will be in pain and your life will suck; 4. You will be grateful that this exam grading or evaluation is not something you have to do more than once per semester.

What will you be doing during the first two weeks of the Spring semester?

What will you be doing during the first two weeks of the Spring Semester? Post exam feedback with the “IF ONLY” student?

YOUR RESPONSE TO THE STUDENT SUGGESTION?

YOUR RESPONSE TO THE STUDENT SUGGESTION? FEEdback

THE DREAMING DEAN CARNEGIE, BEST PRACTICES AND ASSESSMENT

DEAN WANTS YOU TO 1. Increase opportunities for assessment; 2. Train students on receiving and using feedback; 3. Assess whether students learn what is taught; Louis N. Schulze Jr. , Alternative Justifications for Academic Support II: How “Academic Support Across the Curriculum” Helps Meet the Goals of the Carnegie Report and Best Practices. 40 CAP. U. L. REV. 1 (2012)

ASSessment

THE CHALLENGE Actively providing assessment and feedback about exam readiness without killing the professor.

Complete the Sentence • In order to do well on an essay examination in this class I need to:

MET THE CHALLENGE? 1. Active?

ACTIVE LEARNING • The opposite of passive learning, in which one-way communication from teachers to students is the norm. • Shifts the focus of classroom instruction from teaching to learning by engaging students in learning activities. • Aim is to create independent learners.

MET THE CHALLENGE? 1. 2. Active? Professor still alive?

MET THE CHALLENGE? 1. 2. 3. Active? Professor still alive? THE BONUS? The assessment exercise actually shored up doctrinal knowledge rather than detracted from teaching the doctrine.

EXAM CREATION/REVIEW? • Drafting complete rubrics before exams helps to: – Increase efficacy of questions; – Standardize grading and point allocation; – Reign in wayward issues • Trains them to receive feedback • Students know the drill when they ask you to review their exams early in the Spring Semester

FORMATIVE ASSESSMENT Civ Pro Student: • “How do I know if I am getting what I should from the rules when I read them? ”

THREE CONCRETE ASSESSMENT TOOLS 1. Limited time commitment for both the students and the teacher 2. Focused on student learning 3. Includes concrete plan for “closing the loop” Michael Hunter Schwartz, Dean UALR Bowen School of Law

IDEA #1: EXAMPLES AND NON-EXAMPLES Give me an example of an offer and a statement that looks like an offer but is not an offer.

IDEA #2: PARAPHRASE Explain summary judgment to the attractive person who is not a law student.

IDEA #3: MUDDIEST POINT th 11 What aspect of amendment immunity is most confusing to you?

PERSPECTIVE Match the event described below with the year in which it occurred. EVENT 1: Wright brothers begin experimenting with different wing shapes EVENT 2: World’s first telephone call 1899 1876

Complete the Sentence During this presentation I learned the following about feedback and assessment: