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What are the most important questions to answer if you want to
provide a high-impact learning experience?
The 5 Most Important Questions for Designing a High-Impact Learning Experience
1. Who are the learners (individually and collectively)?
2. What do they need to learn?3. How will I know when/if they learned it?4. How will they get frequent and meaningful
feedback on their progress?5. How will I help them learn it?
To what extent do you have a culture of learning versus a culture of earning?
The Syllabus Experiment
20% - participation40% - 4 exams
30% - daily homework / activities / assignments10% - quizzes
Syllabus for a Doctrine Course
40% Reading Response Papers20% Midterm Exam
40% Final Exam
New Testament History Syllabus
• Paper I 20%• Paper II 20%• Paper III 20%• Paper IV 40%
The Syllabus Experiment
20% - participation40% - 4 unit tests
30% - daily homework / activities / assignments10% - quizzes
Unit Test Scores – 40, 80, 90, 95, = 76%
Unit Test Scores – 85, 85, 85, 85 = 85%
The Syllabus Experiment
20% - participation40% - 8 unit tests
30% - daily homework / activities / assignments10% - quizzes
What is the highest possible grade while
knowing little?
What is the lowest possible grade while
knowing a great deal?
The Research Paper Experiment
Content (20 points) – length, appropriate for audience, central point, organized, relevant informationVisual Aids (20 points)Sources (30 points) – relevant and scholarly, proper citations, etc.Mechanics & Format (20 points) – spelling and grammar, etc.
http://emedia.leeward.hawaii.edu/hurley/Ling102web/Research-Report/RR5_rubric.pdf
How do students in your courses get feedback on their progress prior to
getting graded?
Formative vs. Summative Assessment
Autopsy vs. Checkup
Low Stakes vs. High Stakes
Practice vs. The Big Event
Entry & Exit Tickets(Socrative.com)
Assessment & Academic Honesty
• Formative assessment• Increased self-efficacy through “early wins”• Frequent testing and assessment• Praise mastery instead of performance
“There are only so many hours in the day. How does a normal, human being/teacher provide students with ample formative
feedback?”
Feedback Sources
• Instructor• Peer• Self• Computer-generated• Computer-generated & adaptive• People beyond the academy
Culture of earningvs
Culture of Learning
Assessment of Learning
Assessment for Learning
Assessment as Learning
Mediator Effectiveness Hypothesis (Pyc & Rawson, 2010)
http://www.sciencemag.org/content/330/6002/335.abstract
“test restudy practice”54% versus 34%
learning experience
feedback on progress
learner monitors
this feedback
learner adjusts
thoughts or actions
Assessment as Learning Questions
• Why am I learning this?• What is my prior knowledge about it?• How can I grow in my knowledge or skill in this area? • How am I doing? • What do I understand well?• What am I misunderstanding? • What mistakes am I making?• What do I need to do to adjust…to improve my
knowledge or skill?
What is the role of the teacher?
Design
Demonstrate
Mirror
Mentor
A Tour of Assessment Types
Competency-based Assessment1. It provides more granular feedback on
student learning.2. It gives students feedback they can use.3. It increases student/instructor awareness of
strengths and gaps in learning.
Narrative Assessment
1. Be conversational, but professional.2. Keep the goal in mind.3. Make sure that your feedback is focused on
the goal.4. Include examples and illustrations.5. Give suggestions.
Peer Assessment
1. They need a shared vocabulary.2. They need to know what to focus upon in
their feedback.3. They need clear expectations.4. They need practice and modeling.5. It is easy to do with Good Drive / Google
Docs or your Learning Management System.
Self-Assessment
• They need a checklist or guide at first.• They need modeling.• They to keep the end goal in mind.
Portfolio Assessment
• Shows progress over time.• Provide “artifacts” that demonstrate learning.• Involves / engages students in the assessment
process.
Authentic Assessment
• Increases the transfer of knowledge to contexts outside of the class/school.
• Increases student motivation.• Is best created by asking, “What is the best
possible evidence that….?”
