ASSESSMENT AND INSTRUCTIONAL STRATEGIES

DAY 3 – MARCH 17, 2011

FACILITATORSJEANETE MCDONALD & DENISE STOCKLEY

Working the Plan

Educational Technology Sessions: How did they go?

Principles for Using Technologies

Think pedagogy first, technology second

Aim for simplicity and accessibility

Choose tools that promote active learning and student engagement

Align technology with objectives

Adapted from Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology. Virginia Commonwealth University

Seven Things You Should Know About…

series of technology briefsprovides concise information on emerging

learning technologies and related practices. each brief focuses on a single technology or

practice and describes: What it is How it works Where it is going Why it matters to teaching and learning

Learning OutcomeAssessment

Strategy

Context

Content

TLS McGill University

Learning Outcomes

Formulate the beginnings of an assessment and instructional plan to facilitate the achievement of your learning outcomes and course objectives

Explain (and appreciate) the degree to which instructional strategies and assessment methods are intricately linked (alignment, again)

Mystery Activity – Making a…..?

look at the materials available on your table to make a butter and jam sandwich

prepare a list of instructions on how to make the sandwich

compare your list with a partner and make any changes necessary

instruct a volunteer at your table to make sandwich and observe what happens

Assessment – food for thought

What & how we evaluate:

signals what we want students to learn (Fenwick & Parsons, 2000)

defines the actual curriculum from the students’ point of view (Ramsden, 1992)

is the most significant prompt for learning (Boud, 1995)

FormativeFormative SummativeSummative

purpose: diagnosis, growth, feedback

takes place during the learning process

often not gradedfeedback to learner

and teacher/facilitator on progress to date

done at the end of module, course, unit

judgement is finalusually associated

with marksno opportunity to

revisit learning

Assessment: Two Types

CATSBOOK

FormalFormal InformalInformal

structured devised in advancelearners / teacher aware

that evaluation occurringsome form of

documentation of results

e.g., tests, projects, presentations, essays, case analysis, inventory

less structureddevised in advance OR on

the spotsometimes only instructor

is aware of evaluationusually no documentation

of resultse.g., facilitator/teacher

observation, polling learners

Assessment: Two Modes

Selecting Assessment Tools

taxonomic level(s) of learning objectives (Bloom); ICE (Fostaty Young)

number of students to be assessednumber of hours needed to prepare and evaluate

x number of tests/assignments/exercisesavailability of teaching assistants to help with

marking (or other like resources)administration, context, setting of assessment demands on your time when assessment takes

place

Source: Pregent, 1990 | Walvoord & Anderson, 1998

Assessment Strategies: Mining for Nuggets

Brainstorm a list of assessment strategies, practices, or methods you have used, experienced, or observed others using.

Choose your top two and write them on the provided flip chart paper for sharing. Be prepared, if selected, to speak to your pick of the day.

Consider how to adopt for online versus faceto face settings

SECTION III

Instructional Strategies

Instructional Strategies: Some Assumptions

designing courses for learning not teaching

learning takes place inside/outside the classroom

learning can take place in un/structured settings

students can learn w/o us being present

students can learn material not covered by prof.

Principles of Good Practice(Chickering & Gamson,1987)

encourages contact b/w students and facultydevelops reciprocity and cooperation among

studentsencourages active learninggives prompt feedbackemphasizes time on taskcommunicates high expectationsrespects diverse talents and ways of learning

Gaining attention

Informing

Practice

Time

Structure and feedback

Adapted from

©2000 Lynn McAlpine

Designing a Unit of Instruction for Learning

Course / Module Blueprint

Learning Outcome

 

Proposed Assessments

Instructional Strategies

Content| Resources|

Other

                            

          

Selecting Instructional Strategies

aligns with stated learning outcomes

reflects learner knowledge, skills, abilities,

experiences

takes into account learning/er context (contexts

defines what’s possible)

builds in opportunities for informing, practice, and

feedback

reflects what can best be done in-class, online, offline

Instructional Strategies: Mining for Nuggets

Brainstorm a list of instructional strategies, practices, or methods you have used, experienced, or observed others using.

Choose your top two and write them on the board for sharing. Be prepared, if selected, to speak to your picks.

Consider how to adopt for online versus faceto face settings

Next Steps

Consolidating see next steps section of binder complete first chart

Going Forward Friday Morning

Staying Connected

References/Resources

Boud, D. (1995). Assessment and learning: Contradictory or complementary. In Knight, P. (Ed.). Assessment for learning in higher education. London: Kogan Page, pp. 35-48.

Fenwick, T. & Parsons, J. (2000). The art of evaluating adult learners: A handbook for educators and trainers . Toronto, Ontario: Thompson.

Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology Learning and Teaching Centre (2006).The course redesign process. Pre-conference Workshop,

EDC Conference, University of Victoria, February. McAlpine, L. (2000). Designing a unit of instruction for learning. 8C-Designing a Unit of Instruction for

Learning.doc PPT Slide. http://cdtw.wikispaces.com/Materials Accessed March 3, 2008. Pregent, R. (1990). Charting your course: How to prepare to teach more effectively. Madison, WI:

Magna Publications Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. Rowntree, D. (1977). Assessing students. London: Harper & Row. Saroyan, A. & Amundsen, C. (Eds). (2004). Rethinking Teaching in Higher Education. Sterling: Stylus

Publishing, Inc. Teaching and Learning Services, McGill University Walvoord, B., & Anderson, V. (1998). Effective Grading: A Tool for Learning and Assessment. San

Francisco, CA: Jossey Bass.