Assessment

Assessment design

1. Understand the concept of constructive alignment
2. Develop assessments that are effective (aligned with outcomes)
3. Write/formulate a statement about the role of assessment in your course

Revised course map/syllabus with learning outcomes and assessments

Assessment (and activity) descriptions for syllabus 

1. Do a cross-check exercise for constructive alignment: put outcomes and assessments in a table. Do they map?

2. Revisit SLOs from the syllabus. Where are they assessed and how in rest of your course?

3. Identify one assessment that you've used in the past that has worked well? One that hasn't worked well? Why do you think this is so?

4. Brainstorm types or strategies for assessment you might use in your class.

5. Statement about role of assessment (formative and summative of students and instructor) for syllabus

On constructive alignment, see this explanation of (and diagrams illustrating) John Biggs' work: http://www.engsc.ac.uk/learning-and-teaching-theory-guide/constructive-alignment

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Principles of test creation_BYU pdf.--good background reading for IDFS and for participants

Rubrics and grading

1. Understand what a rubric is and why it's useful for any discipline;
2. Create a rubric that maps to one or more of your learning outcomes;

3. Develop one assignment that respects (at least some of) that rubric

Rubric for an assignment/group of assignments in your course.

Grading standard for your course, to be included in a syllabus (and perhaps too in your assessment)

1. Ask class to write down then share a time when a student has asked them what their grade was based on/why they got the grade they did. What guidelines had you given students? Did they know your grading criteria?

2. Norm grading standards: Discuss grade descriptions/attributes for A,B,C,D, etc.

3.Develop/bring a class rubric that maps to desired learning outcomes; then develop one assignment that respects (at least some of) that rubric 
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Rubric for online course design [http://www.csuchico.edu/celt/roi/index.shtml. ]
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Rubric and models for syllabus design (adhering to UDL principles: http://enact.sonoma.edu/content.php?pid=218878&sid=2032318)

Sample rubrics (from GSI center)

Self-assessment

1. Articulate the role of self-assessment in your course

2. Identify opportunities for self-assessment in your course

3. Develop a self-assessment for your students

1. List of creative types of self-assessments that have worked well for peers;

2. Plan for encouraging of self-reflection in course (i.e., what will be the deliverables? how will they check in with you or someone else on this?).

1. Ask class participants to write down their learning goals for this class.

2. In pairs, participants to review your syllabus and suggest two types of self-assessment for your course. (e.g. write a statement of their learning goals; write a summary of their learning at the end of the course; checks for understanding; weekly learning journal, etc.)

On the value of self-reflection as an assessment tool, see. http://serc.carleton.edu/NAGTWorkshops/affective/podworkshop/ed.html

On the role of  portfolios,

http://www.evergreen.edu/washcenter/resources/acl/e2.html

Peer review

1. Articulate the value of peer review to learners;

2. Create activities/assignments that teach and are defined by peer review;

3. Develop a rubric or criteria for peer review activities in your class

Completed peer review worksheet of other's syllabus or list of assessments and rubrics?

List of easy peer review activities in an online class with sample content/questions (online, f2f, synch and asynch)

1. How and why has peer review been helpful to them in their learning (as teachers and researchers). What form has it taken? Visits to your class? Reviewed written work?

2. Develop a rubric or criteria for peer review activities in your class

This is a useful set of questions about peer review and criteria checklists/grids to be used in peer review: http://mwp01.mwp.hawaii.edu/resources/peer_review.htm

Online assessment

1. Articulate the opportunities and challenges in creating assessments online.

Online quiz, assignment (created)

1. Develop an online quiz in your LMS/quiz tool

2. Describe online proctoring and present an online proctoring tool.

3. Read an article on assessment in online classes. 4. Adapt an existing assessment for online teaching/setting.
4. Review principles of test item creation.

Referenced by SERC, here is a thorough and useful examination of online assessment, its pros and cons, and some tools. http://www.cshe.unimelb.edu.au/assessinglearning/03/online.html

Formative and summative assessment

1. Distinguish between formative and summative assessment;

2. Build opportunities to conduct formative assessments of the students' learning and of your teaching throughout the class

Formative, in-class assessment(s) for their students

Formative assessment (e.g. mid-q/mid-s evaluation survey) for your course

1. Of the assessments discussed so far, which would you consider formative (vs. summative)?

2. In your assessment scheme for your course, which types of assessments play what role?

3. Brainstorm strategies for soliciting feedback throughout your course (f2f, online, synch/asynch).
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On ConcepTests ([http://serc.carleton.edu/NAGTWorkshops/webdesign/assessment_techniques.html)&nbsp]; and think-pair-share activites, ([http://serc.carleton.edu/introgeo/interactive/tpshare.html).
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] Minute tests, see: http://serc.carleton.edu/NAGTWorkshops/webdesign/assessment_techniques.html