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How do we know when our students are learning? Richard Dettling Alexandra Escobar  | January 26, 2012
Objectives  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment in Higher Education ,[object Object],[object Object],[object Object],[object Object]
Faculty’s Role in Student Assessment  ,[object Object],[object Object],[object Object]
Faculty’s Role in Student Assessment  ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Garden Analogy
If we think of our students as plants …  Summative assessment   of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment , on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
Improving learning through assessment  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Mastery Learning Process
Mastery Learning Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Guskey, 1996)
Feedback, Correctives, and Enrichment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Guskey, 1996)
Instructional Alignment  ,[object Object],[object Object],[object Object],[object Object],[object Object],(Guskey, 1996)
Bloom’s Mastery Learning Process The Mastery Learning Instructional Process  (Guskey, 2005) Objective 1 Formative Assessment  A Correctives Enrichment Activities Formative Assessment  B Objective 2
Formative Assessment Ideas ,[object Object]
Plan of Action ,[object Object],[object Object],[object Object],[object Object]
Use a Pretest/Post-test Approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
Objective 1 Formative Assessment  A Enrichment Activities Formative Assessment  B Objective 2 Correctives Use a Pretest/Post-test Approach to Formative Assessment Course:  SCI/263   Environmental Science  Objective 1:  Understands energy transfer in the food chain Pre-test:  administer a brief assessment based on the learning objective Post-Test  covers the same concepts and skills as the first, but is composed of slightly different problems or questions   First, it verifies whether or not the “correctives” were successful  Second, it offers students a second chance at success  Enrichment  activities to broaden student-learning experiences.  Students who mastered the content are asked to facilitate and lead the class in discussion Correctives:  Give students immediate information, or “Just-in-time” feedback on their learning.  Provide instruction on concepts and skills that students have not mastered.
Use Quizzes as a Formative Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Quiz Star ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
Objective 1 Formative Assessment  A Enrichment Activities Formative Assessment  B Objective 2 Correctives Enrichment  activities to broaden student-learning experiences.  Compile topic related website list will be given to students to accelerate their understanding Using Quizzes as Formative Assessment Course:  MGT/230 Management Theory Objective 1:  Define the four functions of management. Objective 2:  Explain how internal and external factors impact the four functions of management. Objective 3:  Explain how managers use delegation Initial instruction on the weekly objectives Assessment A:  At the end of class or as an assignment between classes, students will take a quiz on the Week 1 Objectives Quizstar will provide instant feedback on students incorrect answers Correctives:  Match each question on the quiz additional sources of information,  (page numbers in the textbook, websites, videos, workbook lessons, etc).  Have students do a written activity on those concepts or skills not yet mastered.  Assessment B  covers the same concepts and skills as the first, but is composed of slightly different problems or questions   First, it verifies whether or not the correctives were successful  Second, it offers students a second chance at success
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Using Concept Maps as Formative Assessments www.bubbl.us
Using Concept Maps as Formative Assessments www.bubbl.us
Week 2: OBJECTIVE:  Explain the job analysis. Outline a workforce planning system. OBJECTIVE:  Explain the selection process for staffing
Objective 1 Formative Assessment  A Enrichment Activities Formative Assessment  B Objective 2 Correctives Using Concept Maps as Formative Assessment Correctives:  Give students information, or feedback, on their learning  by identifying  course concepts that should not be connected. Have students explain (written or verbal) the their  rationale  of these relationships between course concepts from the page numbers in the textbook.  Assessment B:  Have students recreate the Concept Map  First, it verifies whether or not the correctives were successful  Second, it offers students a second chance at success  Enrichment:  Students who mastered the content were asked to partner with students who did not understand the objective to help facilitate the learning. Course:  HRM/531 Human Capital Management Week 2 : OBJECTIVE:  Explain the job analysis. Outline a workforce planning system. OBJECTIVE:  Explain the selection process for staffing Initial instruction on Job Analysis and the Selection Process Assessment A:  At the end of class or as an assignment between classes, students will create a concept map outlining  a workforce planning system.
Use Journals/Reflective Exercises ,[object Object],[object Object],[object Object]
Go! Animate ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Objective 1 Formative Assessment  A Enrichment Activities Formative Assessment  B Objective 2 Correctives Using Reflective Exercises as Formative Assessment Course:  LDR/531 Organizational Leadership Week 1 : OBJECTIVE:  Compare and contrast management and leadership Initial instruction on  Leadership in Organizations Assessment A:  At the end of class or as an assignment between classes, individual students or learning team their major “takeaways” from the weeks instruction and readings. Students are assessed on their understanding of their takeaway concepts Assessment B:  Have students complete a written reflection on only the misunderstood  concepts First, it verifies whether or not the correctives were successful  Second, it offers students a second chance at success  Enrichment:  Students who grasped the weekly course concepts mastered were asked to partner with students who did not understand the objective to help facilitate the learning. Correctives:  Provide students with individualized feedback. Engage students  asking Socratic Questions in order to uncover the student’s  accurate understanding of the concepts
Other Formative Assessment Ideas
Evaluating Formative Assessment Practices ,[object Object]
Collecting and Analyzing Data  ,[object Object],[object Object],[object Object],[object Object]
Final Thoughts  ,[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object]
Questions?

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Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model

  • 1. How do we know when our students are learning? Richard Dettling Alexandra Escobar | January 26, 2012
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  • 7. If we think of our students as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment , on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
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  • 13. Bloom’s Mastery Learning Process The Mastery Learning Instructional Process (Guskey, 2005) Objective 1 Formative Assessment A Correctives Enrichment Activities Formative Assessment B Objective 2
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  • 17. Objective 1 Formative Assessment A Enrichment Activities Formative Assessment B Objective 2 Correctives Use a Pretest/Post-test Approach to Formative Assessment Course: SCI/263 Environmental Science Objective 1: Understands energy transfer in the food chain Pre-test: administer a brief assessment based on the learning objective Post-Test covers the same concepts and skills as the first, but is composed of slightly different problems or questions   First, it verifies whether or not the “correctives” were successful Second, it offers students a second chance at success Enrichment activities to broaden student-learning experiences. Students who mastered the content are asked to facilitate and lead the class in discussion Correctives: Give students immediate information, or “Just-in-time” feedback on their learning. Provide instruction on concepts and skills that students have not mastered.
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  • 22. Objective 1 Formative Assessment A Enrichment Activities Formative Assessment B Objective 2 Correctives Enrichment activities to broaden student-learning experiences. Compile topic related website list will be given to students to accelerate their understanding Using Quizzes as Formative Assessment Course: MGT/230 Management Theory Objective 1: Define the four functions of management. Objective 2: Explain how internal and external factors impact the four functions of management. Objective 3: Explain how managers use delegation Initial instruction on the weekly objectives Assessment A: At the end of class or as an assignment between classes, students will take a quiz on the Week 1 Objectives Quizstar will provide instant feedback on students incorrect answers Correctives: Match each question on the quiz additional sources of information, (page numbers in the textbook, websites, videos, workbook lessons, etc). Have students do a written activity on those concepts or skills not yet mastered. Assessment B covers the same concepts and skills as the first, but is composed of slightly different problems or questions   First, it verifies whether or not the correctives were successful Second, it offers students a second chance at success
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  • 24. Using Concept Maps as Formative Assessments www.bubbl.us
  • 25. Week 2: OBJECTIVE: Explain the job analysis. Outline a workforce planning system. OBJECTIVE: Explain the selection process for staffing
  • 26. Objective 1 Formative Assessment A Enrichment Activities Formative Assessment B Objective 2 Correctives Using Concept Maps as Formative Assessment Correctives: Give students information, or feedback, on their learning by identifying course concepts that should not be connected. Have students explain (written or verbal) the their rationale of these relationships between course concepts from the page numbers in the textbook. Assessment B: Have students recreate the Concept Map First, it verifies whether or not the correctives were successful Second, it offers students a second chance at success Enrichment: Students who mastered the content were asked to partner with students who did not understand the objective to help facilitate the learning. Course: HRM/531 Human Capital Management Week 2 : OBJECTIVE: Explain the job analysis. Outline a workforce planning system. OBJECTIVE: Explain the selection process for staffing Initial instruction on Job Analysis and the Selection Process Assessment A: At the end of class or as an assignment between classes, students will create a concept map outlining a workforce planning system.
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  • 30. Objective 1 Formative Assessment A Enrichment Activities Formative Assessment B Objective 2 Correctives Using Reflective Exercises as Formative Assessment Course: LDR/531 Organizational Leadership Week 1 : OBJECTIVE: Compare and contrast management and leadership Initial instruction on Leadership in Organizations Assessment A: At the end of class or as an assignment between classes, individual students or learning team their major “takeaways” from the weeks instruction and readings. Students are assessed on their understanding of their takeaway concepts Assessment B: Have students complete a written reflection on only the misunderstood concepts First, it verifies whether or not the correctives were successful Second, it offers students a second chance at success Enrichment: Students who grasped the weekly course concepts mastered were asked to partner with students who did not understand the objective to help facilitate the learning. Correctives: Provide students with individualized feedback. Engage students asking Socratic Questions in order to uncover the student’s accurate understanding of the concepts
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