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Assessment: Putting Learning to Work
- 1. ASSESSMENT Putting Learning to Work Professor Michele Pistone Villanova University Charles Widger School of Law @profpistone
- 2. Agenda • Top 5 tips for teaching law online • Student centered design • Student centered design & assessment • Summative assessments • Formative assessments • Performance-based assessments & rubrics • Discussion boards • Questions
- 3. Top5Tips forTeaching Law Online 1Shift your mindset Employ student-centered design Assess & measure student learning Use space & time differently Jump in, ask Qs & have fun! 2 3 4 5
- 5. Student-centered design:course-level learning goals unit-level learning goals learning content learning activities feedback & assessment Guiding Questions: What do you want students to: • know; • be able to do; & • value Start with your syllabus & course goals
- 6. Student-centered design:course-level learning goals unit-level learning goals learning content learning activities feedback & assessment • Textbook • Readings • Articles • Reports • Lectures • Videos • Podcasts Guiding Questions: How will the students gain knowledge? How will you/expert transfer knowledge to the students?
- 7. Student-centered designcourse-level learning goals unit-level learning goals learning content learning activities feedback & assessment • Exercises • Role plays • Discussion boards • Reflections • Small group work • Socratic dialogue Guiding Questions: How will the students engage with the learning content? How will the students put their learning to work?
- 8. Student-centered designcourse-level learning goals unit-level learning goals learning content learning activities feedback & assessment Guiding Questions: How will students demonstrate they met the learning goals? How will I assess/measure the student's work? Formative: • Quizzes • Discussion Boards • Exercises • Reflections • Rubrics • Supervision/O ffice hours • Rounds • Role plays Summative: • Hearing/adjudication • Reflections on learning – tied to learning goals • Capstone exercise • Portfolio
- 9. course-level learning goals unit-level learning goals learning content learning activities feedback & assessment Student-centered design & assessment • Assessment = Any learning activity that includes measurement of achievement by students of learning goals/knowledge, skills, values • Summative assessment of learning • Formative assessment as learning
- 10. When creating any assessment: • Start from course & unit learning goals • Determine evidence to demonstrate students met goals • Determine methods for generating evidence • Determine how to evaluate evidence • Build those insights into set of summative/formative assessments Examples of assessment strategies: • My entire course grade will be based on a single final exam • Half the course grade is based on a final exam, and the rest will be based on quizzes, written assignments, and class participation Student-centered design & assessment
- 11. • Assessment of learning • Usually leads to a grade or contribution towards a grade Examples: Summative assessment Final Exam Online Quiz Clinic Performance/Role Play/Student Presentation Other Examples: Papers and writing assignments, skills performance/role play (ex. negotiation), portfolios of work, etc.
- 12. • Assessment as learning • Designed to identify & close learning gaps in real time Examples: Formative assessment Socratic Questioning Ungraded Quiz/Poll Check for Understanding Online Discussion Other Examples: Classroom discussion, “Do Now” exercises, observed performance/behavior
- 13. • Linear/Closed response: includes machine-scored item types usually built into a learning management system (LMS) • Examples: Multiple-choice, matching, etc. • Linear/Open response: open-ended items with incorrect and correct answers • Examples: Fill-in-the-blank, short answer problems • Performance-based: students perform open-ended task involving integrating knowledge and/or demonstrating complex skills/values • Examples: Written final exam, research paper, student presentation, clinical evaluation Types of assessment content
- 14. • Assessment as learning • Strategically designed so students get feedback • Professors know who has and has not mastered a learning goal • Includes a remediation strategy that allows the professor to close gaps between those who have/have not mastered a learning goal in real time Examples: Socratic questioning, quizzes, guided discussions, contributions a discussion board Formative assessment
- 15. 1. A question or task that will elicit whether a students has mastered a learning goal 2. A remediation strategy for closing learning gaps in real time 3. Content for executing that remediation strategy “at-the-ready” 4. Integration of “assessment as learning” into the design of a lesson Formative assessment components
- 16. 1. A question or task that will elicit whether a students has mastered a learning goal: Multiple-choice question/poll question 2. A remediation strategy for closing learning gaps in real time: Direct instruction 3. Content for executing a remediation strategy “at-the-ready”: Slide providing simple explanations 4. Integration of “assessment as learning” into the design of a lesson: Lesson plan that would dive more deeply into each option, building on questions that arise from responses to the formative item Example
- 18. 1. Start from learning goals and a list of evidence needed to determine if learning has taken place 2. Evidence becomes the basis for a set of evaluation criteria 3. Create a preliminary rubric that assigns criteria and performance levels based on evidence 4. Create an assignment and a rubric designed to evaluate that assignment in tandem (do not force fit a rubric to an existing assignment, or vice versa) 5. Work rubric criteria into your assignment instructions (or provide students the rubric) Performance-based assessments
- 19. Criterion Performance Levels Descriptors Rubric - Components
- 22. Why use Discussion Boards? • Build community; • Foster in-depth reflection by giving students time to reflect on their thoughts and compose a thoughtful response; • Practice giving and receiving advice from colleagues; • Practice expressing and responding to the viewpoints of others; • Develop writing and critical thinking skills; • Share opinions and ideas with others and to see the world through the perspectives of others; and • Practice providing constructive criticism and sharing differing viewpoints.
- 25. Questions? Professor Michele Pistone Villanova University Charles Widger School of Law @profpistone