Workshop given by Gail Matthews-DeNatale to the faculty of Emmanuel College in 2010

1. Assessing Student Learning Gail Matthews-DeNatale, Ph.D.Emmanuel College

2. Purposes Evaluating or assessing student learning Where they’re excelling/struggling How the students did Evaluating or assessing the course/teaching What seemed to work or fall flat How the teacher did

3. Assessment vs. Evaluation Evaluation (summative) Determines the worth, assigns a grade, sums things up Assessment (formative) Asks the question “What would make the learning better?” … forms learning

4. Types of Assessment Traditional Quizzes and tests Term papers, performance projects Less traditional Discussion of open-ended questions Self-reflection, self-assessment CATs [Classroom Assessment Techniques] Rubrics ePortfolios

5. CATs What are they? Short exercises, focus on formative, easy to implement, designed for frequent use Why are they valuable? Helps you see what students are thinking … what needs more attention … where they’re “in the zone”… serendipitous opportunities Angelo and Cross, Classroom Assessment Techniques,1993

6. Tips Give students low-stakes credit for completion Share a summary of responses in class or post a summary online in Blackboard Vista

7. CAT example What has been the “muddiest” point so far in this presentation? Learn more about CATs and see examples athttp://www.cmu.edu/teaching/assessment/assesslearning/CATs.htmlhttp://www.ntlf.com/html/lib/bib/assess.htm

8. Questions for You to Consider What’s your overarching plan for assessment in your course? Are you assessing the things that matter most? How might you strike a balance between formative and summative? What role, if any, will students play in assessing their own work/progress?