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![Philosophy behind assessments
STANDARDIZED
•All individuals behind “veil of ignorance”
(Noddings, p. 179)
•Rawls- emphasis on procedures
•“each person [has] an equal right to the most
extensive liberty compatible with a similar
liberty for others.” (Noddings, p. 185)](https://image.slidesharecdn.com/nearfinalpresentation899-120124040326-phpapp01/75/Near-final-presentation-899-22-2048.jpg)
![Philosophy behind assessments
PROJECT-BASED
• Knowledge “products of inquiry and construction
through social interaction” (Noddings, p.36)
• Philosopher John Dewey supports
• Naturalistic pragmatism (natural explanation / effects
through inquiry and hypothesis testing)
• “[S]chool cannot prepare students for democratic life
by simply giving them masses of information to be
used at some later time” (Noddings, p. 36)](https://image.slidesharecdn.com/nearfinalpresentation899-120124040326-phpapp01/75/Near-final-presentation-899-23-2048.jpg)
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Near final presentation 899
- 1. |JASON ARTERO| |MARY JO DAVIS| |MELISSA HASWELL| |JENNIFER STRICKLAND| |NICK WAGNER| Measuring student learning
- 2. Assessing student learning •Difficult to assess student learning accurately • As Noddings text said, when you measure student learning, do you measure the ability of the teacher? • Testing/assessing a challenge for many people
- 3. Assessment in themovies
- 4. General info aboutstudent assessment • General ideas to share about assessment value, process, need for assessment, etc……
- 5. Perspective for eachof us based on our experiences • Jason—middle school student assessment • Mary Jo—college learning-focused assessment • Melissa—science based assessment • Jennifer—project and state mandated assessment • Nick—outcome based assessment • Give roadmap for presentation
- 6. Learning Assessment Middle levelassessment (is this your focus?)—Jason Artero
- 7. College skills Assessment Mary Jo Davis
- 8. Freshmen Experience ClassAssessment • First year class to have students learn about campus life, study habits, liberal arts learning • Focus on experiential learning – Introduce students to new topics or ideas in several ways – Textbook readings – Guest speakers – Campus experiential activities – Have students reflect on perspective/feelings learning/experiences of the topic
- 9. Assessment tools used •Self-reflection papers • Journals • Journey activities—experiential learning activities – Scavenger hunt – Attending new activity – Study/learning style testing—informally—and reflection written on findings • Learn by doing—demonstrating learning through accurately completing activity
- 10. Science Learning Assessment Melissa Haswell
- 11. How do studentslearn science? • Students are not all at the same level • Some students memorize better than others • In introductory science classes, the entire grade should not be based on exams – why? • Students are adjusting to a new “language” • Varied methods enhance student learning Play movie
- 12. Core Terminology • Typeof Assessment – Exams: multiple choice, matching, true/false, list/define • Type of Learning – Rote memorzation • Rationale – Students must learn meaning of basic science terms in order to understand major science concepts
- 13. Major Scientific Concepts •Type of Assessment – Case study analysis – Essay questions – Group discussion questions – Group activities • Type of Learning – Higher level cognition/understanding • Rationale – Once foundation terms are memorized, students are more likely to understand scientific theories & concepts
- 14. Project-based assessment Jennifer Strickland
- 15. Project-based learning • Minimaluse of pencil-paper tests • Use of opinion-based writings – Have students write an opinion essay on same topic – From John Steinbeck’s “Of Mice and Men” “Is it ever justifiable to take the life of another living being?”
- 16. Project-based learning Moveto small group learning activities Students take larger stance and support their position Group gathers notes from reading supporting their position Incorporate real-life stories (news) for support Present findings to class and justify position the taken
- 17. Project-based learning Studentsactively engaged with reading Discussion based on literature and real life Demonstrates their level of understanding of novel better than simple testing facts When testing, use essay questions– to find out what student knows about topic.
- 18. Standardized testing Jennifer Strickland
- 19. Standardized Testing PROS •Can track progress of students •Guidance to teachers for content •Gives parents idea of what child is learning CONS •Teach to test •Pressure on student, teacher, and district •Changes frequently •No clear communication with schools from state
- 20. Project-Based Assessment • Studentsinvestigate challenging questions or situation posed by instructor • Student driven learning • Complex concepts explored • Collaborative
- 21. Standardized Test vs Project-Based Learning STANDARDIZED •Test at center of learning •Assessment once a year •Individual •School environment PROJECT-BASED •Students at center of learning •Frequent opportunities for assessment throughout year •Collaborative •Real world environment
- 22. Philosophy behind assessments STANDARDIZED •Allindividuals behind “veil of ignorance” (Noddings, p. 179) •Rawls- emphasis on procedures •“each person [has] an equal right to the most extensive liberty compatible with a similar liberty for others.” (Noddings, p. 185)
- 23. Philosophy behind assessments PROJECT-BASED •Knowledge “products of inquiry and construction through social interaction” (Noddings, p.36) • Philosopher John Dewey supports • Naturalistic pragmatism (natural explanation / effects through inquiry and hypothesis testing) • “[S]chool cannot prepare students for democratic life by simply giving them masses of information to be used at some later time” (Noddings, p. 36)
- 24. Outcome-based Assessment Nick Wagner
- 25. Student Learning Assessment Student Learning – Necessity of accountability & assessment of student learning INSIDE the classroom Measurements Standardized Tests Student Outcomes
- 26. Housing & ResLifeLearning Assessment • Focus on “Student Outcomes” • Conceptualization of student learning outside of the classroom – Extremely vital to those 1st & 2nd year “vulnerable” residential students in higher education
- 27. Housing & ReslifeLearning Assessment • How do we do this? – More Qualitative – Community Development – Programming (FYRE, Monitor GPA, University Resources) – Diversity • Modeling attitudes & values that celebrate our differences & similarities – Student Conduct / Personal Development • Fire Safety • Alcohol abuse & violations
- 28. Housing & ReslifeLearning Assessment Programs + Learning = Student OUTCOMES Outcomes Identified as: 1.Residents are well prepared to succeed in the classroom & professional endeavors 2.Problematic behavior can be changed 3.Increased communication will lead to the use & development of university academic resources
- 29. Multiple views ofassessment • Middle school • College • Science based • Project based • Standardized testing • Outcome based testing • HOW TO FIT IT ALL TOGETHER???
- 30.