Connecting Assessment with
Learning
Assessment Tier I Professional Development
Assessment Tier Professional Development
• Tier I – (required) Purposes and functions of
assessment and evaluation tools (you are here).
• Tier II- (required) Development and use of
assessments and evaluation tools, including using
Rigor and Relevance.
• Tier III – (optional) Professional development for
future Assessment Tier Champions.
A.I.M.
A.I.M.
Assessment Tier I Objectives
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Explore the functions of assessment.
Examine the purpose and value of rubrics.
Explore the Rigor and Relevance Framework.
Differentiate between formative and summative
assessment.
 Differentiate between traditional and authentic
assessment.
 Explore various formative assessment strategies.
 Recognize the relationship among SLOs, EOs, POs
and ISLOs.
Assessment?
What is
assessment?
Traditional and Authentic
Assessment
Traditional
Assessment
Authentic
Assessment
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Selecting a Response
Contrived
Recall/Recognition
Teacher-structured
Indirect Evidence
Curriculum drives the
assessment
Performing a Task
Real-life
Construction/Application
Student-structured
Direct Evidence
Assessment drives the
curriculum
Understanding Formative and
Summative Assessments
• What are formative and summative
assessments?
• When do I use formative and summative
assessments?
• Why do I use formative and summative
assessments?
Formative Assessment is…
…a process used by teachers and students
during instruction that provides feedback to
adjust ongoing teaching and learning
to improve students’ achievement
of intended instructional
outcomes.
Summative Assessment is…
…the process of gathering quantitative
performance data to evaluate progress on
student learning outcomes, benchmarks,
and class or programmatic
efficacy.
Points of Distinction
Formative
Assessment
• Can be incorporated
daily, weekly, or
periodically.
• Can be formal or informal
assessments.
• May or may not be
graded.
• Used primarily to guide
learners to help them
develop.
Summative
Assessment
• Are typically conducted
periodically (mid-term,
final, annual).
• Typically formal
assessment (test, or large
project/paper).
• Typically graded or
quantified.
• Used to provide a
quantitative measure of
performance.
Activity
Mark each assessment as Formative (F) or Summative (S)
• Direct Observation and
Feedback
• Projects
• Collaborative Group
Projects
• Simulations/Role Plays
• Weekly Quizzes and
Small Assessments
• Tests and Exams
• Case studies
• Questioning
• Essays/Papers
Examples of Assessment Types
Formative
• Direct Observation and
Feedback
• Questioning
• Collaborative Group
Projects
• Weekly Quizzes and
Small Assessments
Summative
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Tests and Exams
Projects
Case studies
Simulations/Role Plays
Essays/Papers
Why Do I Use Formative
Assessments?
• To provide feedback that moves learning forward
for the student and the instructor.
• To engineer effective classroom discussions,
questions, and learning tasks that elicit evidence
of learning.
Why Do I Use Summative
Assessments?
• To collect quantitative performance data of student learning.
• To assess the effectiveness of the course’s delivery and
instruction.
• To quantitatively assess the achievement of student
learning outcomes for a class.
Activity
• In pairs, locate the “Types of Assessment
Matrix” in your folder. Choose two assessment
types that you are not currently using, but that
you may be able to apply in one of your
courses. Discuss how it could be used and why
you chose it.
– Use the “Assessment Types Activity” sheet located in
your handouts to compete this activity.
Assessment and Learning
To confirm the relationship among:
• Mission, Institutional Student Learning
Outcomes (ISLOs), Program Outcomes
(POs), and course Student Learning
Outcomes (SLOs) and Enabling
Objectives (EOs)
• Program and classroom assessment
• Academic rigor and Bloom’s Taxonomy
• Course assessments
…in the Baker College classroom.
Layers of Assessment
Summative Assessment
Baker College Mission
Accreditation
ISLOs
POs
SLOs/EOs
Summative Assessment
Formative Assessment
Classroom and Program Assessment
Classroom Assessment
Program Assessment
• Focuses on outcomes from a • Focuses on learner outcomes
single course of instruction.
for degree completion (capstone
outcomes).
• Can be assessed daily,
weekly, midterm, final, etc.
• Typically assessed annually or
every few years.
• Focuses on and aligned to
SLOs and EOs defined by a • Focuses on exit competencies
section of content and the
and ISLOs and POs.
syllabus.
• Focus on gathering data for
• Focus on providing student
institutional and programmatic
feedback for improvement of
improvements.
the learner.
Rigor and Relevance
Bloom’s and Assessment Types
Creating
Evaluating
Analyzing
Applying
Comprehending
Remembering
Quadrant A
• Constructed
Response
• Multiple choice
Questions
Quadrant B
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Cases
Papers
Scenarios
Demonstration
Quadrant C
• Research
• Problem-based
learning
• Case studies
Quadrant D
• Role Plays
• Simulations
• Problem-based
learning
• Portfolio
Developing a Good Assessment
• Determine the appropriate level of SLOs and EOs
(Rigor and Relevance).
• Determine an appropriate method (Rigor and
Relevance).
– Demonstration, essay, oral, multiple choice, project…
• Determine your criteria for success.
Group Activity
Using the SLOs/EOs provided (EN201), you will need to do the
following:
– Choose 1 SLO and 1 EO.
– Use the Rigor and Relevance Framework to determine the
level of Bloom’s on the Knowledge Taxonomy (Y) axis and
level on the Application Model (X) axis.
– Determine the quadrant for your SLO and EO.
– Now that you know your quadrant, use the Recommendations
for Assessments, Instructional Strategies, and Assignments
handout to determine the appropriate assessment method to
assess your chosen SLO and EO.
Rubrics
What are rubrics?
What are the purposes of rubrics?
When are rubrics used?
A Rubric is…
…a scoring tool or guide, that lists the
components to be assessed, and specific criteria
to assess a piece of work.
I use Rubrics…
• To help my students better understand
expectations.
• To provide consistent grades from student to
student and eliminate potential bias.
• To help students clarify relevant content and the
importance of content.
• To provide specific feedback on student
performance.
• To help improve my own instruction.
Holistic Rubrics
Holistic Rubrics provide a single score based
on an overall impression of a student’s
performance on a task.
Holistic Rubrics
• When to use holistic rubrics:
– There is no single correct answer/response to
a task (creative work).
– There is focus on overall quality,
proficiency, or understanding of a
specific content or skills.
– You want a quick snapshot
of achievement.
– A single dimension is adequate
to define quality.
Analytic Rubrics
Analytic Rubrics provide specific feedback
along several dimensions.
Analytic Rubrics
• When to use analytic rubrics:
– Several faculty are collectively assessing student work. Descriptions
promote consistent scoring.
– Profiles of specific strengths/weaknesses are desired.
– You want detailed feedback.
– You want to assess complicated skills or performance.
– You want students to self-assess their understanding or
performance.
Excellent/Exceeds
Expectations
10-9
Complete description of
topic chosen with title and
specific information on how
this topic influences thoughts
and/or behavior. Supports
with source evidence and
examples.
Good/Meets Most
Expectations
8-7
Describes topic chosen and
provides a title; specific
information on how this topic
influences thoughts and/or
behavior. Some source
evidence and/or examples,
but needs additional detail or
support to be comprehensive.
Incomplete/Meets Partial
Expectations
6-1
Partial discussion of how
this topic influences
thoughts and/or behavior.
Lacks sufficient support and
examples to demonstrate
understanding, OR needs
significant detail to be
complete.
Points Possible
(10 points)
Topic 2: Includes (a)
title identifying the topic,
(b)a description of how
this topic influences
thoughts and/or
behavior, and supports
information with
evidence, and (c) an
example.
10-9
Complete description of
topic chosen with title and
specific information on how
this topic influences thoughts
and/or behavior. Supports
with source evidence and
examples.
8-7
Describes topic chosen and
provides a title; specific
information on how this topic
influences thoughts and/or
behavior. Some source
evidence and/or examples,
but needs additional detail or
support to be comprehensive.
6-1
Partial discussion of how
this topic influences
thoughts and/or behavior.
Lacks sufficient support and
examples to demonstrate
understanding, OR needs
significant detail to be
complete.
POINTS EARNED =
Points Possible
(10 points)
Topic 3: Includes (a)
title identifying the topic,
(b)a description of how
this topic influences
thoughts and/or
behavior, and supports
information with
evidence, and (c) an
example.
10-9
Complete description of
topic chosen with title and
specific information on how
this topic influences thoughts
and/or behavior. Supports
with source evidence and
examples.
8-7
Describes topic chosen and
provides a title; specific
information on how this topic
influences thoughts and/or
behavior. Some source
evidence and/or examples,
but needs additional detail or
support to be comprehensive.
6-1
Partial discussion of how
this topic influences
thoughts and/or behavior.
Lacks sufficient support and
examples to demonstrate
understanding, OR needs
significant detail to be
complete.
POINTS EARNED =
Points Possible
(10 points)
Topic 1: Includes (a)
title identifying the topic,
(b) a description of how
this topic influences
thoughts and/or
behavior, and supports
information with
evidence, and (c) an
example.
Comments
POINTS EARNED =
Checklists
Checklists contain a list of behaviors or
specific steps.
Checklists
• When to use checklists:
– Checklists are a simple list of assessment criteria or
components that must be present in student work.
– All that is needed is a place to mark whether or not the
student has accomplished the task or not, there is no
judgment on the quality of the work.
Evaluation
1. Student is able to state purpose of a basic hand wash
2. Student is able to state circumstances when a hand wash is necessary
3. Inspects hands and wrists for cuts, abrasions, etc.
4. Turns on water and sets water temperature
5. Wets hands and wrists
6. Applies soap
7. Lather
8. Uses nail cleaner/brush (if necessary)
9. Interlaces fingers
10. Hand wash is of appropriate duration (sing Happy Birthday)
11. All surfaces are cleaned
12. Rinse, fingers are pointed downward
13. Dries hands and wrists
14. Turns off water with “dry” paper toweling, if applicable
15. Discards towels
16. Student is able to explain rationale for keeping fingertips pointed downward
17. Student is able to explain rationale for using “dry” paper toweling when turning
off a faucet
Redo
Acceptable
Rubric Activity
Complete the following welds:
Gas Metal Arc Welding
GMAW flat aluminum
GMAW flat steel
GMAW horizontal aluminum
GMAW horizontal steel
GMAW overhead
GMAW vertical Down
GMAW vertical Up
Rubric Activity
Diet Analysis Project
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Part 1. Recordkeeping. Record your food, drink and exercise data for a 3-day
period of time. This will be completed before the unit begins. Use any journaling
method you desire to accurately record your diet. Enter your intakes into the
MyDietAnalysis software program.
Part 2. Data Analysis. This will occur throughout the unit as we examine your
intakes of calories, carbohydrates, lipids, proteins, vitamins, and minerals as part
of each lesson. Examine your diet in terms of: Quantity-- Intakes vs.
Requirements and Expenditures – deficiencies and excesses (Adequacy &
Moderation).Food Groups -- Connecting specific foods and the nutrients they
deliver (Balance & Variety)
Part 3. Summary & Action Plan. The final writing or summary will be a
synthesis of the analysis. Structure your summary as an Introduction, Overall
Diet Pattern, and Healthfulness of Your Diet.
Rubric Activity
Oral Presentation
Complete an oral presentation on the Apollo 13 project. The presentation must
include the following:
• Explain the role each member played.
• Explain any challenges the group had working together.
• Explain the component and computer diagram and how group members worked
together to construct both.
• Presentation must be 5-10 minutes, including questions and answers.
• Must include one visual aid (your project and/or PowerPoint and Word diagrams
may count as the visual).
• Ask for questions from the audience and group members answer.
• Each group member must speak and present on a portion of the presentation.
• Group members are required to dress business professional.
Rubric Activity
Breaking News Exercise
Standards:
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Apply basic skills and techniques of interviewing
Write clearly and correctly in the forms and styles of news
Create unbiased pieces of work
Contributes fairly to group tasks
Exhibits professional workplace standards
Task:
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In groups, create an authentic breaking news scenario. Discuss the roles each team
member will play, outline the details and determine the facts you plan to present.
One person will be expected to be the photographer and will have to shoot the news
conference.
Each team will hold a mock news conference and members are expected to play the role
their team assigns them.
Members of the other team will be the “reporters” and will be required to ask all the
pertinent questions of the appropriate people.
Rubric Activity
Basketball Dribbling Skills Test
Where Have We Been…
– Authentic and Traditional Assessments
– Formative and Summative Assessment
• When and why do I use it?
– Program and Classroom Assessment
– Rigor and Relevance and Assessment Types
– Rubrics
• Why rubrics?
• Types of rubrics
What’s Next?
• In Tier II:
– Apply Rigor and Relevance to create assessments.
– Develop Rubrics.
• For help, contact:
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Direct Supervisor
Campus Assessment Champion
Contact your System Director
Director of Instructional Design
Implementation
What Now?
What is one thing that
you are going to take
away and implement
from this professional
development session?