Learner Centered Teaching

Definition of Assessment of Student Learning

 

Assessment is conducted to inform practice

 

Assessment is the ongoing process of:

 

oEstablishing clear, measurable expected outcomes of student learning

 

oEnsuring that students have sufficient opportunities to achieve those outcomes

 

oSystematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our outcomes/expectations

 

oUsing the resulting information to understand and improve student learning

 

 

 

What is Testing?

 

oTesting  is systematically gathering and analyzing evidence of achievement of student learning outcomes –It is one part of assessment

 

 

Evaluation is Different from Assessment

 

Evaluation is using Assessment Information to make a Judgment on such things as:

 

1.                  Have students achieved the learning goals set for them

 

2.                  The relative strengths and weaknesses of our teaching/learning strategies

 

3.                  What changes in our goals and teaching/learning strategies might be appropriate

 

 

Role of Grading in Assessment

 

Grades are often based on more than just what the students have learned as measured by tests, papers, projects, presentations etc.

 

Grades may be impacted by students’ effort, attitude, behavior or participation

 

Grades may also be impacted by course rules that lower grades for being late or absent from class or turning in late work

 

These may all be appropriate classroom management tools but they illustrate how grades may not reflect what a student has learned –as defined in the courses learning outcomes.

 

Grading Standards are often Inconsistent

 

Do the tests clearly match the content taught, the level of thinking taught and the skills taught in the class?

 

Are the test questions precise enough and consistent enough with what we taught to be an accurate measure of the learning?

 

Do different instructors teaching the same course agree on what the standards of A or B work should be?

 

Does a teacher have grading standards defined precisely or are they vague

“This feels like a B paper to me”

 

 

Grades can’t tells us about Students’ Strengths and Weaknesses 

 

A grade of “B” in organic chemistry says the student has probably learned a great deal of the information but we don’t know what she has or has not mastered

 

Grades fail to clearly tell us about large learning—

 

1.                  Critical thinking  skills

 

2.                  Problem solving abilities

 

3.                  Communication skills/oral/written/listening

 

4.                  Social skills

 

5.                  Emotional Management skills

 

 

Do grades have a place in assessment?

 

Yes—“They can be useful evidence of students’ learning if they are based on direct evidence of students’ learning

(tests, papers, projects etc.) that are truly linked to major learning goals and clearly delineated, consistent standards through test blueprints or rubrics” (Suskie, 2004)

 

 

 

Benefits of Assessment to Students

 

Clearly defined learning outcomes help students focus their time and energy

 

Grades are a motivator

 

Feedback helps students to know their strengths and weaknesses

 

Assessment information can document what they have learned for use in job applications, grad school etc.