LEARNING ASSESSMENT TECHNIQUES 1 Learning Assessment Techniques Rebekah Reed Capella University ED7712 Classroom Assessment in Education Dr. Cheryl Bullock February 28, 2021 2 Assessment Learning Assessment Our goal as teachers should be to help students learn specific information related to their field and become lifelong expert learners. Assisting the students to become expert lifelong learners can be accomplished with teaching assessments. Learning assessments can help students recognize what they know, what they do not know, the ability to identify what they need to learn and how they can accomplish the identified learning activities. Feedback and evaluation are inseparably related to both instructional objectives and classroom learning activities and are indispensable elements in the learning process. A scoring rubrics and Learning Artifact Questionnaire are two learning assessment techniques that can help students enhance their learning capabilities and evaluate both learning and teaching effectiveness and efficiency. Purpose of Learning Technique Many foundations for learning organizations, the desirability of encouraging informal learning owe much to the Knowles theory of adult learning. Some of the principles of adult learning can be environment for learning, mutual planning, need and interests, goals and objectives, designing and implementing the program and involvement of learners in evaluation of the program (Dasgupta, 2020). Learning materials and activities from the teachers should, therefore, allow for varying levels or types of previous experience depending on the subject being taught. Moreover, with adult learning being self-directed, the instructions by the teachers should be strategised with an aim to allow the learners discover knowledge and things for themselves without depending on others (Dasgupta, 2020). Inclusion is a philosophy that is heavily used in today’s society. It encourages individuals, schools, and regions to accept and give worth to everyone in spite of their differences. In line with this philosophy are the certainties that each individual has a place, 3 diversity is appreciated, and that we can all learn from each other. These beliefs are kept in mind when working in the education system, the Universal Design for Learning framework (UDL) shows how all students can access and engage in learning, no matter how severe the disability (Capp, 2017). With UDL being a guided principle in special education, students with severe disabilities are able to access the general education curriculum, engage with regular education peers, and are regarded as respected individuals in the their schools and community. Universal Design for Learning framework is defined as flexibility in presentation, how students respond or demonstrate knowledge and skills, and in also student engagement (Griful-Freixenet, 2017). UDL also reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities (Griful-Freixenet, 2017). Two learning assessment techniques will be conducted to help students evaluate their competencies, including a reaction assessment and a learning assessment. The reaction assessment is a Learning Artifact Questionnaire that allows the instructor to identify learning activities that are working and help students identify the learning techniques they struggle with or excel at to utilize in future self-directed lifelong learning pursuits (Barkley & Major, 2016). The second learning assessment is a scoring rubric used to guide a student's learning by reducing uncertainty, identifying what the instructor expects the student to understand, and what must be done to accomplish the desired outcome (Alsina, Ayllón, & Colomer, 2019). 4 Learning Assessment Technique Rubric Rubrics ought to remove the speculation of assessment, giving learners lucid and brief awareness for their evaluations (Stanley et al, 2020). Rubrics are regularly utilized by writing teachers to score writing. Rubrics consist of set criteria and rules which determine the grade acquired by a student. Rubrics are intended to counteract the grading of writing and present effective feedback to the students for improvement(Alsina, Ayllón, & Colomer, 2019). Rubrics were used by students as guidelines to work towards teacher’s expectation. The criteria and performance-level descriptions in rubrics helped students to understand what the desired performance is and what it look like (Alsina, Ayllón, & Colomer, 2019). Questionnaire The Learning Artifact Questionnaire (LAQ) is a formative reaction classroom assessment that will shape the next week's class structure. The reaction evaluation process helps plan, assess and act as a troubleshooting tool (Barkley & Major,2016). The LAQ helps to adapt the course content to either move ahead with content or go back to basics based upon the learner's responses(Barkley & Major,2016). This questionnaire will request the student to submit brief and honest answers at the end of each week. Examples of questions on the reaction classroom assessment critical incident questions include: What time in class this week did you feel you most engaged as a learner? What time in class this week did you think you were distracted as a learner? Was there an action that another student did that seemed helpful or affirming to you? Was there anything this week that surprised you in the class? 5 Monitor Teaching Effectiveness The evaluation of a students’ performance provides the educator with knowledge of learners’ skills and attributes in effectively completing coursework of an academic program. Learning evaluations are essential throughout the course because the assessment of content competency helps make sure students build knowledge of the subject (Oermann & Gaberson, 2016). Assessment of a learner, completed by an educator, enhances student learning and performance, and remains an important aspect of the evaluation process. An effective, goaloriented, teaching-learning sequence contains clearly understood objectives, productive classroom activities, and a sufficient amount of feedback to make students aware of the strengths and weaknesses of their performances (Suskie, 2018). In addition to the LAQ, the hypothetical course was designed with performance rubrics that would help evaluate and provide feedback for learner competency for assignments. An example performance rubrics were created for the presentation assignment (Appendix 1). Administrator Instructions Utilize the scoring rubrics to evaluate the quality of work produced by each student. Did the learner provide exceptional work or bare-bones attempt at the assignment related to how they retell their experiences, critical self-reflection, the relevance of personal experiences to the subject of stress and coping skills, and their ability to analyze their responses compared to classroom resources? Add the point totals for all four of the criteria and divide by 100 (the total possible points) to assign a percentage and grade for the assignment. Learner Instructors Assignment – Presentation 6 Due – Last day of the week Sunday by 1159pm EST , Please name your file presentation1_lastname. Review the scoring rubric for guidance Produce a presentation explaining your motivations to take this course and desired outcomes of the three-session mini-course on self-care (i.e., video, PowerPoint presentation, essay, etc.). You can utilize examples from your self-assessment survey results or video resources relevant to your situation to justify your motivations within the presentation assignment any results that were surprising to you. Be creative and try to be critically self-reflective when completing the surveys and worksheets. It will help you create a presentation that provides transformative learning opportunities based upon real experiences. In your presentation, address the following questions: o What has been occurring in your personal or professional life that has motivated you to participate in the course? o Analyze any results of the surveys within this session that was surprising to you. o Utilize the results of the surveys to justify your motivations for taking the course. o Describe three stressors identified in the survey that have been experienced in the past but were not current reasons for taking the course. o Share three coping skills that you have used in the past that have been successful. Conclusion Ongoing learning assessments identify if students are learning and if a teacher's methods are effective. Without learning, assessments instructors are assuming that the students understand the material. Instructors can then be surprised with less than stellar outcomes and apparent lack of 7 knowledge or understanding when learning is only assessed at midterm and finals. The lack of regular learning assessments does not allow instructors to adapt their classroom activities or presentations for more effective and efficient learning. By implementing formative and peer feedback on discussion posts, the instructor can observe the learner's comprehension of the knowledge. 8 References Alsina, Á., Ayllón, S., & Colomer, J. (2019). Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education. Assessment & Evaluation in Higher Education, 44(1), 155-168. https://doi.org/10.1080/02602938.2018.1486391 Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques : A handbook for college faculty : a handbook for college faculty. ProQuest Ebook Central https://ebookcentralproquest-com.library.capella.edu Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. https://doi.org/10.1080/13603116.2017.1325074 Dasgupta, A. (2020). Problem-based learning: its application in Medical Education. J West Bengal Univ Health Sci, 1(2), 11-18. https://wbuhs.ac.in/wp-content/uploads/2020/10/3.MEU-article-Arunava-Dasgupta.pdf Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649. https://doi.org/10.1080/09687599.2017.1365695 Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education. Springer Publishing Company. 9 Stanley, D., Coman, S., Murdoch, D., & Stanley, K. (2020). Writing exceptional (specific, student, and criterion-focused) rubrics for nursing studies. Nurse Education in Practice, 49 http://dx.doi.org.library.capella.edu/10.1016/j.nepr.2020.102851 Suskie, L. (2018). Assessing student learning: A common sense guide. ProQuest Ebook Central https://ebookcentral-proquest-com.library.capella.edu 10 Appendix 1 Rubric for Final Presentation: Criteria Discussion of personal experience Basic 10 points Reflections Proficient 20 points A vague explanation of experience. Nonobjective observation A little reflection on own work Provides few or no examples Somewhat clear on the explanation of experience Somewhat objective on experience Some reflection on own work Provides few examples Distinguished 30 points A detailed explanation of experience Writing is organized and easy to follow. Reflects on own work Provides many examples. Relevance to Classroom concepts No reference to class concepts Minimal references to class concepts Analysis of experience Little or no evidence of critical thinking Some inferences and critical thinking are expressed. Relates observations to different context or class concepts A high level of critical thinking is expressed.