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Learning Assessment Resources

This page has links for information that I learned in the FDW06 classes.  It begins with links to the FDW Wiki, my Blog, and my personality inventory results.  Included below is an outline of the weekly learning activities.  JS

Faculty Development Activities

Faculty Development Workshop (FDW '06) On the Road Again . . .

Week 1 Activities

  • Revised Course - HSCS 4980, Leadership and Management in Nursing
  • Points to Ponder: Three Hallmarks of Learning-Centered Teaching and Assessment
    • Learners understand the characteristics of excellent work (Huba, 45)
    • Learners become increasingly sophisticated learners and knowers (Huba, 48)
    • Professors coach and facilitate intertwining teaching and assessing (Huba, 53)

Week 2 Activities

FLAG web site

  1. Reviewed all of the FLAG tools and have included some additional information in regards to their use under Week 1 activities.

  2. Made a note in the BLOG that I plan to use attitude survey, concept mapping, and weekly reports.

  3. Second iteration of HSCS 4780 Course Concept Map: Still need to look at the visual representations of assessment and think about what level of assessment the three tools address.

Read Angelo and Cross text pp. 3-59

    Important questions to remember (p.5):

  • What are the essential skills and knowledge I am trying to teach?  (Autumn frequently asks this)

  • How can I find out whether students are learning them?

  • How can I help students learn better?

  1. Based on the online TGI survey you completed last week, identify three classroom assessment techniques you think you would like to employ in your course (see pgs. 113-114 to identify CATS associated with your TGI clusters, as well as Chapts. 7, 8 , 9 to read about actual CATS).

  2. Look at the visual representations of assessment and think about what levels of assessment the techniques address 

4.     Read Huba & Freed text pp. 65-120

a.   Based on this reading, what did you learn about institutional, programmatic, departmental, and course level assessment?

b.   What ideas do you have that you will now share with your department/program to help them begin a systematic approach to assessment?

 5.     a: Finish your teaching philosophy document, then copy and paste it into a FrontPage file,  and post it to your website.

      b: Make any final changes to your course map (course outcomes/program outcomes/national standards/stakeholders) you created in the first week.  Copy and paste the course map into a FrontPage file, and post it to your website 

6.     On the FDW wiki site at http://fdw.wikispaces.com, go to your personal page and create a link to:

  • My teaching philosophy (outline of what I should address)

  • your course map - done

7.     Create/locate and bring to FDW 4 copies of your FLAG Goal Identification results

Week 3 Activities

1a.     Create and submit blog posting within 72 hours after third meeting, answering the following questions:

  1. What did you learn from the readings and activities about assessment?  What surprised you?  What irritated you?  What challenged your thinking?

  2. What experiences did you have with the Pocket PC, and what did you learn about Pocket PCs?

  3. What ideas do you have regarding how the Pocket PC might be used to: impact your professional productivity? enhance your course level assessment?

  4. What questions do you find yourself asking after the third session?

  5. Refer to the Characteristics of a Good Reflection, and A Reflection Rubric to make sure your posting represents a quality self-assessment.

  6. Read all the blogs, and post a comment to at least one other blog. 

1b.  Based on the assessment data you received from peers and trainers about your performance during the third session, create and submit a blog posting 48 hours prior to the fourth meeting, answering the following questions:

  1. What did you learn from the peer evaluation data sets?

  2. Based on the results of the peer evaluations, what do you want to work on next?

  3. Refer to the Characteristics of a Good Reflection, and A Reflection Rubric to make sure your posting represents a quality self-assessment.

2.     READINGS:

  • Review FLAG web site – continue reading about the CATS

  • Read Angelo and Cross text pp. 61-102

  • Read Huba & Freed text pp. 121-200

3.     TECHNOLOGY CHORES:

  • Open the Concept Mapping Software and create a concept map that creates a picture of your course elements, how they interrelate, and are tied to course outcomes.

  • Save the concept map as a web page and upload it to your website

  • In the FDW wiki, create a link to your course concept map
     

4.     Experiment with CATS in your target course
 

5.     Be prepared to discuss with your small group in the fourth meeting:

  1. The experiences you are having with assessment in your class

  2. Conversations or interactions with peers about assessment

  3. The ways you believe you might use your Pocket PC with course assessment activities

Week 4 Activities

1a.     Create and submit blog posting within 72 hours after the fourth meeting, answering the following questions:

  1. What did you learn from the readings and activities about assessment?

  2. What experiences did you have with the Pocket PC, and what did you learn about Pocket PCs?

  3. Talk about two or three concepts, issues, or CATS described in the readings the last two weeks that really struck you as important new information.  What did you disagree with in the readings?

  4.  What questions do you find yourself asking after the fourth session?

  5. Talk about the conversations you are having with peers about assessment…or the conversations you would like to be having with your peers about assessment.

  6. Read all the blogs and post a comment to at least one other blog.

1b.  Based on the assessment data you received from peers and trainers about your performance during the fourth session, create and submit a blog posting 48 hours prior to the fifth meeting, answering the following questions

  1. What did you learn from the peer evaluation data sets?

  2. Based on the results of the peer evaluations, what do you want to work on next?

  3. Refer to the Characteristics of a Good Reflection, and A Reflection Rubric to make sure your posting represents a quality self-assessment

2.     READINGS:

  • Review FLAG web site – continue reading about the CATS

  • Read Angelo and Cross text pp. 105-114

  • Read Huba & Freed text pp. 201-232 

3.     TECHNOLOGY CHORES:

  • Begin thinking about elements in an online survey that you could create and use to gather data about student progress on a daily or weekly basis.  Post this list of questions or statements in a FrontPage file and save it to your server account.  We'll open this up during the fifth meeting and help you to develop a survey you can use on your PPC during your classroom meetings with students.

4.    Be prepared to discuss with your small group in the fifth meeting:

  1. Description of how your experience implementing CATS the last two weeks have reflected the diagram in Angelo & Cross on pg. 35

  2. Lessons learned from employing CATS over the last couple of weeks

  3. Your experiences with providing feedback to students after analyzing the data generated from the CATS

  4. What you plan to try next week and explain how the CATS you are choosing is tied to a specific course goal or outcome

Week 5 Activities

1a.     Create and submit blog posting within 72 hours after the fifth meeting, answering the following questions:

  1. What did you learn during the fifth week about your classroom assessment experiments?  Talk about your personal experiences with assessment in the classroom.

  2. What did you learn in the fifth week about your Pocket PC?

  3. Talk about two or three concepts, issues, or CATS described in the readings for this week that really struck you as important new information.

  4. Talk about your self-reflections in planning classroom assessment techniques in other courses you are teaching (maybe in the spring or next summer).  What kinds of plans are you beginning to contemplate?

  5. What are the core skills, dispositions, and knowledge sets exhibited by a faculty member engaging in learner-centered assessment activities?

  6. What do you need to do in the next two weeks to be ready for your presentation?

1b.  Based on the assessment data you received from peers and trainers about your performance during the fifth session, create and submit a blog posting 48 hours prior to the sixth meeting, answering the following questions:

  1.  What did you learn from the peer evaluation data sets?

  2. Based on the results of the peer evaluations, what do you want to work on next?

  3. Refer to the Characteristics of a Good Reflection, and A Reflection Rubric to make sure your posting represents a quality self-assessment

2.     Review FLAG web site – continue reading about and implementing the CATS

3.     Based on the goals you defined in the TGI survey, read the appropriate sections of Angelo and Cross text. Look at the assessments they recommend for what you want to assess. Try another new assessment this week

4.     Do a web search for courses similar to your target course.  Look at the language of the course… does it suggest a content-driven teaching and learning paradigm or an assessment-driven teaching and learning paradigm?  Print out a couple of examples and bring to the sixth FDW meeting.

5.     Be prepared to discuss with your small group in the sixth meeting:

  1. A one sentence summary describing your FDW experiences

  2. Results of your web search in activity #4 above

  3. Lessons learned from employing CATS over the last week

  4. Your experiences with providing feedback to students after analyzing the data generated from the CATS

  5. What you need to finish and create to be ready for your final presentation in 2 week

Week 6 Activities

1.    Create and submit blog posting within 72 hours after the sixth meeting, answering the following questions:

  1. What did you learn in the sixth week about your course assessment experiments?

  2. What are the most important dispositions, skills, and knowledge you learned about your Pocket PC, related   to productivity or classroom assessment?

  3. Talk about two or three strategies you are going to try to accomplish to help your peers/department/program to begin infusing classroom assessment techniques (one-to-one conference, presentation, workshop, publication).

  4. What was your one sentence summary about assessment that you shared with your group during the sixth session?

  5. Talk about your self-reflections in planning classroom assessment techniques in other courses you are teaching (maybe in the summer or next fall).  What kinds of plans are you beginning to contemplate?  What do you want to accomplish in classroom assessment after this semester?

  6. What are the core skills, dispositions, and knowledge sets exhibited by a faculty member who is engaged in learner-centered assessment activities?  

  7. What do you need to do to be ready for your presentation next week?
     

2.  We want to create a FAQ (Frequently Asked Questions) for FDW, so future participants have a quick online resource to help them address concerns.  An FDW FAQ would be a list of questions (and answers) related to issues about the Pocket PC and classroom assessment.  Please submit these by the 7th meeting.

  • Think about your experiences in the FDW…what concerns did you initially have, OR what questions came up as you went along, OR what were the questions you wished you’d known to ask at the beginning, middle, or end of FDW? 

  • Compose 2 or 3 of your questions (and the answers) that you would like to share with future FDW participants.  Send them in an email to agrubb@rocketmail.com  and we’ll compile everyone’s contributions and add them to the website for next year’s group.

3.  During the sixth session, you completed the Student Assessment of Learning Gains Survey (SALG) to collect your thoughts about the value of FDW Spring ’06.

This customizable online questionnaire provides you with an end of course attitude instrument to collect your students’ feedback about their learning , their perceived ability to exhibit the course’s expected outcomes, and value they place on that learning for future applications.

Please go to http://www.wcer.wisc.edu/salgains/instructor/default.asp and create an account if you don’t already have one.  Develop a SALG for your target course you used in FDW.  Please make sure this is one of the artifacts you include in your final presentation.

4.  Next week, be prepared to deliver your final presentation.  When preparing your final presentation, be sure to review the list of required components for your final presentation. 

5.  TECHNOLOGY CHORES:

On your page within the FDW wiki, create links to:

  • your course assessment matrix

  • your SALG survey for your target course

  • summaries of your experiences implementing CATS into your target course

  • a list of impact statements that reveal how the FDW affected your learner-centered assessment of teaching and learning skills, knowledge, and dispositions (don't forget to review the FDW outcomes when developing this list)

Week 7 Activities

Final Session Artifacts for Your Presentation

  1. Teaching Philosophy and Personality Results:  How these two tie together and reflect your teaching.

  1. Course/Program/Gen Ed/National Standards Map – Shows program outcomes and how course outcomes tie in to program, shows gen ed outcomes and how course ties in to gen ed, shows national standards and how course outcomes address national standards. Best presented in table form.

  1. Course Assessment Matrix – shows various assessments, their types and what outcomes they assess, the info they generate, audience for assessment, the way you use info from assessment, and concrete examples of the assessments. Best presented in table form.

Include a link in your Course Assessment Matrix to your new SALG survey. (You will copy all text on the survey web page, then paste it into a .htm file.) The new file is the file you use to make the link in the Matrix.

  1.  Curriculum Map (Assessment Progress Report) – if you manage a program, show the program outcomes, and how courses address the outcomes, the assessments used in those courses, and results/changes made as a result of the assessments. (for department chairs only)

  1. Anecdotal stories about new assessments you tried during the FDW, and what you learned from doing those assessments about the students and yourself.

  1. A list of impact statements revealing the effect FDW had on your knowledge and practice of classroom assessment strategies and the Pocket PC.

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  1. In your final presentation, be prepared to discuss the linkages between the artifacts above and the four questions below:

  • What is the key assessment question you decided to ask? (Particular Student Learning Challenges you decided to explore )
  • What are the CATS you chose to implement? (Choice of Course Assessment Approaches )
  • How did you go about disseminating the CATS and analyzing the data? (Implementation Strategies)
  • How did you use the data analysis to close the assessment loop for the course? (Use of the analysis of CATS data to enhance teaching and learning)