Assessment and Higher Education Policy (Activity 8.2 – Content)

I thought the Tuning Project was both good news and bad news.  In reading the Berlin Communique, which is input to the Tuning Process, “Ministers agree that efforts shall be undertaken in order to secure closer links overall between the higher education and research systems in their respective countries.” to make “Europe the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economicgrowth with more and better jobs and greater social cohesion” and calling for further action and closer co-operation in the context of the Bologna Process.  I had not realize that such a big effort and focus was being made in Europe and the energy and importance this is being given is GREAT!  It felt as if “formative” education was being embraced.

However, in further exploring this, it seems that one result might be added “summative” testing – i.e., standard testing to ensure consistency and quality of education.  For example, there is emphasis on consistency in degrees.  To me, this is not the way to go.  When students go to college, if they continue on, they get standardized testing in the form of qualifying tests, but this emphasis is as an input to the next process, not a gate to limit finishing the current one.   A student in college is responsible for their education, not the system.

Formative Assessment for the Student (Activity 7.2 – Content)

Of the guiding questions for this section, the crux to me was how can student knows whether or not they are doing all the steps they need to be doing.  To me this translates into the student not only grasping the concepts, but their motivation in wanting and going to the next step.  By allowing a student to participate in understanding how they are doing, the motivation is more easily recognized.

Formative Assessment for the Instructor (Activity 6.2 – Content)

CATS – Classroom Assessment Techniques – are methods you develop to get feedback on the progress of successfully writing a letter to convince someone to have a colonoscopy.

There are several lessons that provide the content learning elements.  Each module would have resources, participation activities, and outputs.  These outputs are basically CATS.  The basic tools include a group for posting (such as diigo); collaborative documents; and existing forums.

(Note: am referring to the CAT reading from the activity by Enerson, Plan, and Johnson: http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf – the reading website)

Lesson 0 – Introduction.  Ask people post to a Voicethread about who they are and why they are taking the course.  Ask them if they have had a colon cancer screening and why or why not.  (Background knowledge and misconception/preconception check)

Lesson 1 – Importance of screening.  Request posts to the group on people they know that have had colon screenings and background information on why they were screened or should have been. (Minute Paper)

Lesson 2 – Screening process and the importance of polyp removal.  Add to a collaborative document that has the different screening methods, which includes description and pros and cons of each. (Documented Problem)

Lesson 3 – Colonoscopies.  The students are to post at least bookmarks to at least 2 youtube videos that describe the colonoscopy process.  One can be humorous. (Not really indicated in the paper, but this is a type of documented problem in the sense the student does research, but it is not in the sense they provide a critical assessment.  My intent here is to ensure the student has properly identified the colonoscopy process and not some other.)

Lesson 4 – The Consequences.  The students are to go a colon cancer forum and post or start at least two responses. (Minute Paper)

I plan to augment these lessons with some direct summative questions, but these CATS allow to me see the thinking that is occuring and provides a framework for the student to further develop their own opinions.

http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf – the reading website

Summative Assessment (Activity 5.2-Content)

I used the snip tool to capture this Rubric and then inserted it as an image.  I also added a number to each category, as an easier way to refer to the category.

Assessment Basics (Activity 4.2-Blog Content)

The definitions for this module are clear, however, the application overlaps.

– summative assessment – tests given to determine at a particular point in time what is known and not known – such as standardized tests, end-of-chapter quizes, etc.

– formative assessment – planned process in which teachers or students use assessment-based evidence to
adjust what they’re currently doing.  (helpful strategies: criteria and goal setting; observations; questioning strategies; self and peer assessment; and student record keeping)

– competencies – skills someone learns or has; more rote

– abilities – adpative expertise

In my on-line teaching environment, these concepts are explored.  The stated intent and how the success of the on-line math tutor program is assessed is definite summative assessment.  The students are placed in the program because they are performing below the state standard for their grade level.  This test is again administered at the end of the on-line math tutoring program, where there is evidence of increase.

The day-to-day teaching is mostly formative.  The students take review quizes that cover past concepts and practice quizes at the end of each module they complete.  (The module consists of an interactive focused lesson on a particular aspect of math – such as adding fractions or calculating the area of a rectangle.)  Based on the results of the quiz and my personal assessment, the student is allowed to continue to the next module.

I feel the assessment I do it both summative and formative.  I often ask summative questions to ensure the student’s impasse is not due to basic skill – such as understanding that quotient means the answer to a division.  Other times – and mostly – it is formative, can you draw two rectangles whose area is 12 or give me a multiplication problem to solve and then as I solve it, I ask them for advise.

The tutoring is mostly focused on competency learning, as the students are not performing at the grade level they should be and the education they need is basic.  I usually make at least one problem I give them each session, though, one that develop adaptive expertise, as I feel education is about them coping better in the real-world and it keeps them more interested.  For example, when studying decimels I will use an example of buying something in the store and asking how much change I might get or for division ask them about cutting a cake or pizza.

Active Learning (Activity 3.2-Blog Content)

Big Idea?

• Why is having a colonoscopy for colorectal cancer so important?

Ill-structured problem?

• Write a convincing letter to themselves or someone to have a colonoscopy.

Assessment?

• Letter would have elements of screening techniques, highlights of colonoscopy, and information on the process to eliminate patient fear and encourage to have screening.

Skills needed?

• Know the recommended screening guidelines, including possible symptons.
• Know the different types of screenings for colon cancer.
• Understand why a colonoscopy is the “gold standard” for screening, as it is the only one that removes polyps that can lead to cancer.

Activities?

• Read provided information from weblinks; search the topic on their own.
• Participate in on-line forums of cancer patients and caregivers.
• Talk to friends and family members about their history and experience.
• Find and explore you-tubes ranging from colonoscopy descriptions to colonoscopy humor.
• Understand the colonoscopy procedure and how you can support someone in the the process.

This a re-cast of a learning module I began in the first series of these courses.  Susan observed that her approach would be different with this more in-depth understanding of assessment.  As I looked at my past work, I agreed.  Many of the activities were “passive”.  The activities/lessons focused on information I provided, but were not necessarily engaging the student.  For example, rather than me providing you-tubes for the student, I am having them do that exploring.

I specificially called out the Assessment component of this learning activity, as it helps me ensure the activities I provide will develop the skills required.  For example, in telling the student they need to indicate how they would support someone in the process, is a different approach than just saying this is the process.  By understanding how I will assess the student on this activity, I was able to see I needed to make this more active learning.