Assessment Plans,
Who Needs Them?
Claudia Barreto, Ph.D.
University of New Mexico
Valencia Campus
barr@unm.edu
Acknowledgements
• I’d like to thank the UNMVC Teaching &
Learning Assessment Committee Members: Julie
DePree, Kurt Folkendt, Reinaldo Garcia, Jami
Huntsinger & Clifton Murray for all their hard
work.
• My assessment mentor was Barbara E. Walvoord,
Ph.D., Chair of Assessment Committee, Fellow of
the Institute for Educational Initiatives, and
Concurrent Professor of English, University of
Notre Dame, Indiana.
– Assessment Clear and Simple: A Practical Guide for
Institutions, Departments, and General Education
(Jossey-Bass Higher and Adult Education) ISBN:
978-0-7879-7311-7
• Doing assessment should
not be a hassle.
• In fact, doing assessment
should serve to make you
a more efficient and
effective educator.
The outcomes of this workshop
is for participants to:
1. learn how to create effective
assessment plans for programs &
courses ;
2. develop a network with whom we
can share ideas on outcomes
assessment to continually improve
teaching & learning at the Branch
Campuses.
Learning
Objectives
Direct
Measures
Indirect
Measures
Uses of
Assessment
Data
Learning Objectives
• Select a verb for performing a
task.
• Make sure the verb describes the
type of behavior learners need to
exhibit after instruction.
–
• Explain the conditions under which
the task must be performed.
• Determine to what standards
task must be performed.
the
Learning Objectives
• Bloom identified three domains
of educational activities:
– Cognitive: mental skills (Knowledge)
– Affective: growth in feelings or
emotional areas (Attitude)
– Psychomotor: manual or physical
dexterity (Skills)
•
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Learning Objectives
1.Select a verb for performing a
task.
2.Make sure the verb describes the
type of behavior learners need to
display after instruction.
3.Explain the conditions under which
the task must be performed.
4.Determine to what standards
task must be performed.
the
Learning Objectives
Upon successful completion of this
learning module you will be expected
to demonstrate that you understand
and can explain with 90% accuracy:
– the purpose & outcome of meiosis
– how a cell accomplishes meiosis
– how genetic variability in a population
is increased by meiosis
– nondisjunction
– the evolutionary significance of sexual
reproduction
Learning Objectives
Assignments:
A. Read & study Chapter 12. Self test your
achievement of the learning objectives for this
LM by answering “Content Review” questions 1 6 on pages 267-268. You do not need to turn
these in.
B. You do not need to turn anything in for
assignment part B either! This is another great
way for you to make sure you are achieving
the learning objectives for this module.
1. Complete (= do the prequiz, animation & post
quiz) Web Tutorial 12.1 “Meiosis”
2. Complete (= do the prequiz, animation & post
quiz) Web Tutorial 12.2 “Mistakes in Meiosis”
Learning Objectives
Assignments continued:
C. Use these Web resources to help in your
achievement of the LOs for the Ch.12 LM:
•
•
•
•
•
•
STUDY:
http://www.geocities.com/baluchitheruim/
http://www.sumanasinc.com/webcontent/anisamples/majorsbiology/meiosis.html (do the Intro., Animation, Conclusion & take the Quiz)
http://www.biology.arizona.edu/CELL_BIO/tutorials/meiosis/main.html
http://tutor.lscf.ucsb.edu/mcdb/tutorial/meiosis/meiosis.htm
Test Your Understanding:
http://www.biology.arizona.edu/CELL_BIO/tutorials/meiosis/problems.html
D. Complete & turn in your answer to the
following Review Questions. Use your own words
& diagrams. Copied answers will not allow us
to determine if you really understand the
material. Due on 2/1:
+ Draw a well labeled diagram that illustrates
how a cell carries out meiosis.
+ Answer “Conceptual Review” questions #s 1 – 5
on page 268.
Learning
Objectives
Direct
Measures
Indirect
Measures
Uses of
Assessment
Data
Direct & Indirect Tools to Assess
Student Achievement of LOs
Direct: Exams, papers, homework, works of
art, etc…
Indirect: Surveys, Focus Groups, etc…
• SALG: This free site is designed for
instructors of all disciplines who would like
feedback from their students about how
the course elements are helping their
students to learn.
– http://www.wcer.wisc.edu/salgains/instructor/Course.asp
– http://www.wcer.wisc.edu/salgains/instructor/default.asp
Learning
Objectives
Direct
Measures
Indirect
Measures
Uses of
Assessment
Data
“Closing the Loop”
• Once you gather and analyze data on
student learning, use it to see how
you can improve your courses.
– Look for both your strengths and
challenges.
– If you’re colleting useful data, keep it up!
– If some of your data are not yielding
information you can use, don’t bother
colleting it anymore!
“Closing the Loop”
• Rubrics are excellent tools for objectively
evaluating student work. For example, I use
them when my students write lab reports.
• Primary Traits, or a description of what the
ideal student can do when s/he has achieved
each LO are listed in the rubric.
• Each student is graded using the rubric.
• PTA is used to evaluate how well the class
preformed in terms of becoming that ideal
student.
• These statistics guide revision of pedagogy
to get more students to the ideal.
Distinguished
Proficient
Unsatisfactory
Research Goals
(statement of
testable
hypothesis &
rationale)
Goals & testable hypothesis
are clearly stated. The
topic is thoroughly
researched, using an
ingenious variety of highlevel resources. (10)
Clarity of goals &
hypothesis is somewhat
deficient. Some related
issues introduced. Could
be more resourceful. (7)
Not clear. Research is
lacking in testability
and appropriateness.
(1)
Significance,
Context &
Information
Presents a concise,
exceptionally clear, &
insightful lead-in to the
research. Supported by
detailed references to
current research that is
appropriate to the topic & is
clearly and accurately
presented. Provides
precise examples, facts and
details, while conveying
both the depth and breadth
of the topic. (10)
Mentions concepts &
topics from recent
research that are
appropriate to the topic.
This info is accurately
presented, providing
selected examples, facts
and details, but lacking
the depth and richness of
detail. (7)
No mention is made of
relevant research.
Minimal scientific
background is
presented, using some
examples that may or
may not be appropriate
or relevant. (1)
Applications
Clearly describes how the
research contributes to our
understanding of biology &
how the research can be
applied. (10)
Presents some ideas on
how the research applies
to increasing our
understanding of biology.
(7)
Does not mention
applications. It is not
clear how this
contributes to biology.
(1)
Total out of 25*
Score
Don’t Forget, Doing Assessment
Means Gathering Information
That Will
Help You Be More Effective &
Help Your Students Succeed
Let’s Go Get Started!