A presentation for the NCLA College & University Section and Community & Junior College Libraries Section's Assessment Beyond Statistics given on November 2, 2012.

1. Backwards
Design
Creating Learning Opportunities
That You Can Assess
NCLA CUS & CJCL Assessment Beyond Statistics, November 2, 2012
Lauren Pressley, Head of Instruction, Wake Forest University

2. Assessment

3. Grades

4. Evaluation

5. Reporting

6. Administrative

7. There’s a
Better Way

8. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

9. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

10. Backwards
Design

11. Identify
Desired
Results
Determine
Acceptable
Evidence
Plan Learning
Experiences &
Instruction

12. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

13. Learning Outcomes

14. learning outcomes
What are they?

15. learning outcomes
How are they useful?

16. learning outcomes
Who makes them?

17. learning outcomes
When do you make them?

18. Assessment/Evaluation

19. assessment & evaluation
WHERE Assessment
Wiggins and McTighe (2001)

20. assessment & evaluation
WHERE Assessment
Let students know:
Wiggins and McTighe (2001)

21. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
Wiggins and McTighe (2001)

22. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
Wiggins and McTighe (2001)

23. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
Wiggins and McTighe (2001)

24. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
WHERE they might go wrong
Wiggins and McTighe (2001)

25. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
WHERE they might go wrong
WHAT is expected of them
Wiggins and McTighe (2001)

26. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
WHERE they might go wrong
WHAT is expected of them
Wiggins and McTighe (2001)

27. assessment & evaluation
WHERE Assessment
HOOKING students on the topic
Wiggins and McTighe (2001)

28. assessment & evaluation
WHERE Assessment
Ensuring students can:
Wiggins and McTighe (2001)

29. assessment & evaluation
WHERE Assessment
Ensuring students can:
EXPLORE and EXPERIENCE
ideas
Wiggins and McTighe (2001)

30. assessment & evaluation
WHERE Assessment
Ensuring students can:
EXPLORE and EXPERIENCE
ideas
be EQUIPPED with skills and
knowledge to master
outcomes
Wiggins and McTighe (2001)

31. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
their work.
Wiggins and McTighe (2001)

32. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
REVISE
their work.
Wiggins and McTighe (2001)

33. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
REVISE
REFINE
their work.
Wiggins and McTighe (2001)

34. assessment & evaluation
WHERE Assessment
student EVALUATION
Wiggins and McTighe (2001)

35. assessment & evaluation
Formative Assessment

36. assessment & evaluation
Summative Assessment

37. Instructional Design

38. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

39. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

40. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

41. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

42. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

43. instructional design
Theory

44. instructional design
More Than
a Process

45. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

46. Credit Bearing Courses

47. Credit Based Classes
What’s required?
Learning Outcomes
Faculty Expectations
Student Expectations
Your Professional Opinion
Other Requirements

48. Credit Based Classes
What’s required?
Learning Outcomes
Faculty Expectations
Student Expectations
Your Professional Opinion
Other Requirements

49. Credit Based Classes
What’s required?
Learning Outcomes
Faculty Expectations
Student Expectations
Your Professional Opinion
Other Requirements

50. Credit Based Classes
What’s required?
Learning Outcomes
Faculty Expectations
Student Expectations
Your Professional Opinion
Other Requirements

51. Credit Based Classes
What’s required?
Learning Outcomes
Faculty Expectations
Student Expectations
Your Professional Opinion
Other Requirements

52. Credit Based Classes
What are the real desired outcomes?

53. Online

54. This is getting attention
because of online
education.

55. online education
Why are we learning from
this new way of teaching?
It works
Perceived quality
Different students
Different instructors
Brave new world
(It’s all an experiment!)

56. online education
Why are we learning from
this new way of teaching?
It works
Perceived quality
Different students
Different instructors
Brave new world
(It’s all an experiment!)

57. online education
Why are we learning from
this new way of teaching?
It works
Perceived quality
Different students
Different instructors
Brave new world
(It’s all an experiment!)

58. online education
Why are we learning from
this new way of teaching?
It works
Perceived quality
Different students
Different instructors
Brave new world
(It’s all an experiment!)

59. online education
Why are we learning from
this new way of teaching?
It works
Perceived quality
Different students
Different instructors
Brave new world
(It’s all an experiment!)

60. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

61. Reference Desk

62. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

63. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

64. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

65. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

66. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

67. Website

68. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

69. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

70. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

71. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

72. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

73. Learning Spaces

74. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

75. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

76. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

77. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

78. Why are they there?
What are they trying to learn?
How can we help them learn
what they’re there to learn?
Can we prove it?

79. The Plan
• Backwards Course Design
• Traditional Teaching
• Newer Types of Teaching
• Informal Learning Opportunities
• Rethinking Assessing Learning

80. There’s a
Better Way

81. Identify
Desired
Results
Determine
Acceptable
Evidence
Plan Learning
Experiences &
Instruction

82. Can students find things
when they need them?

83. Do our students know
how we can help them?

84. How should our students
interact with the library?

85. What should our
students be able to do?

87. Recommended Reading
Cain, S. (2012). Quiet: The Power of Introverts in a World That
Can’t Stop Talking. Crown.
Christensen, C. M., & Eyring, H. J. (2011). The Innovative University:
Changing the DNA of Higher Education from the Inside Out.
Jossey-Bass.
Fink, L. D. (2003). Creating Significant Learning Experiences: An
Integrated Approach to Designing College Courses. Jossey-Bass.
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing
Effective Instruction (6th ed.). Wiley.
Wiggins, G., & McTighe, J. (2001). Understanding by Design. Prentice
Hall.

88. Photo Credits
• Work by Ben Jeffrey at http://www.flickr.com/photos/jeffbr13/4476180801
• 20100407_DLabDesignReview_008 by D-Lab at http://www.flickr.com/
photos/D-Lab/4954502543
• 85/365: In Soccer We Trust... by Abdulrahman AlZe3bi at flickr.com/photos/
7amanito/3039338366
• every which way by Jenny Dowling at flickr.com/photos/jenny-pics/
4266714722
• Melbourne Sound Relief - Raincoat Brigade by Alexander Kesselaar at
flickr.com/photos/akc77/3370167184
• Transit spatio-temporel (Time & Space Transit) by Fred at flickr.com/photos/
gilderic/3517477267
• Professor Angelique Louie by UC Davis College of Engineering at http://
www.flickr.com/photos/ucdaviscoe/6046619981

89. Photo Credits
• the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/
7283732
• My Work Desk by David Joyce at www.flickr.com/photos/DeaPeaJay/
2597109669
• Untitled by {Lina} at flickr.com/photos/linahayes/4217345101
• 那覇市役所 by Akira ASAKURA at flickr.com/photos/
akira_1972/7459962396
• Pallet, Brushes and Paint by Kelly Bailey at flickr.com/photos/kellbailey/
3707506127
• Gym by Night Owl City at www.flickr.com/photos/89898604@N00/6331302
• We begin by charting a course by Andrew Becraft flickr.com/photos/
Dunechaser/1721982928
• Clickers - Universidad de Navarra at flickr.com/photos/unav/4464311633
• the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/
7283732

90. Photo Credits
• One done by Daniel Kulinski at flickr.com/photos/didmyself/6530389351
• moodle by qperello at www.flickr.com/photos/qperello/3364558662
• sguardo by mbeo at flickr.com/photos/mbeo52/4106448244
• Personal Research Session by zsrlibrary at www.flickr.com/photos/zsrlibrary/
6918640931
• The Saltire Centre Ground Floor by Ewan McIntosh at flickr.com/photos/
edublogger/1277277593
• Libraries are Creepy by Paul Lowry at flickr.com/photos/paul_lowry/
2266388742
• Race and Potter by svenwerk at flickr.com/photos/svenwerk/176562465
• Students Use Special Collections by zsrlibrary at flickr.com/photos/zsrlibrary/
7170995096
• Student study group at UBC Library by UBC Library Communications at
flickr.com/photos/ubclibrary/2702161578

91. Questions?
Comments?
Contact:
Lauren Pressley
Twitter: @laurenpressley
email: lauren@laurenpressley.com
web: laurenpressley.com