TO MA NURSING SS and all EFL Dip , MA AND PHD SS

1. Assessing The Complex Expectations for
Student Learning
By
Dr.Magdy M. Aly
Professor of Curriculum& EFL Instruction
FACULTY OF EDUCATION ,AIN SHAMS
UNIVERSITY

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Identify the strategies you use to
learn. Recall something you have
recently learned…
1.
2.
3.
4.

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The Complexity of Learning
 Learning is a complex process of
interpretation-not a linear process
 Learners create meaning as opposed to
receive meaning
 Knowledge is socially constructed
(importance of peer-to-peer interaction)

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 People learn differently—prefer certain
ways of learning (learning inventories:
personality, instructional preference,
social preferences, visual, global,
verbal, sequential, for example)
 Deep learning occurs over time—
transference
 Meta-cognitive processes are a
significant means of reinforcing
learning (thinking about one’s thinking)

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 Learning involves creating
relationships between short-term and
long-term memory
 Transfer of new knowledge into
different contexts is important to
deepen understanding
 Practice in various contexts creates
expertise

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Integrated Learning….
Cognitive
AffectivePsychomotor

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List Several GE Outcomes You
Expect Students to Demonstrate:
 ___________________________________
 ___________________________________
 ___________________________________

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Assessment Foci
 Pedagogy
 Curricular design
 Instructional design
 Educational tools

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Assessment Foci
 Educational experiences
 Students’ learning histories/styles
 Methods to capture learning--
assessment

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Collaborative Questions of
Curiosity that Prompt Assessment
 Who Learns
What?
When?
Where?
Why?
How?

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Specific Questions
 What do you expect your students to know and be
able to do by the end of their education at your
institution?
 What do the curricula and other educational
experiences “add up to?”
 What do you do in your classes or in your programs
to promote the kinds of learning or development
that the institution seeks?

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Questions (con’d)
 Which learners benefit from various
classroom teaching strategies or educational
experiences?
 What educational processes are responsible
for the intended student outcomes the
institution seeks?
 How can you help students make
connections between classroom learning
and experiences outside of the classroom?

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Questions, con’d:
 What pedagogies/educational
experiences develop knowledge,
abilities, habits of mind, ways of
knowing/problem solving?
 How are curricula and pedagogy
designed to develop knowledge, abilities,
habits of mind, ways of knowing?

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 How do you intentionally build upon what
each of you teaches or fosters to achieve
programmatic and institutional objectives
—contexts for learning?
 What methods of assessment capture
desired student learning--methods that
align with pedagogy, content, curricular
and instructional design?

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Collaboratively Designed
Methods to Capture Learning
“Every assessment is also based on a set of
beliefs about the kinds of tasks or
situations that will prompt students to say,
do, or create something that demonstrates
important knowledge and skills. The tasks
to which students are asked to respond on
an assessment are not arbitrary.“

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Collaborative Processes:
 Consensus about shared learning
outcomes:
 maps
 inventories of practice

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Approaches to Learning
 Surface Learning
 Deep Learning

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When Do You Seek Evidence?
 Formative—along the way?
For example, to ascertain progress
or development
 Summative—at the end?
For example, to ascertain mastery level
of achievement

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Collectively….
 Identify shared expectations for student
learning (learning outcome statements that
describe what you expect students to
demonstrate or represent or produce based
on your intentions)
 Design or select methods to assess those
expectations that align with learning and
assessment practices

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 Develop criteria and standards of judgment to
assess student work (scoring rubrics)
 Analyze and interpret students’ demonstration
or representation of learning
 Modify, change, or design educational practices
to improve student learning based on analysis
and interpretations of results.

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Mission/Purposes
Learning Outcomes
How well do
we achieve
our
learning
outcomes?
Gather Evidence
Interpret
Evidence
Enhance teaching/
learning;
inform institutional
decision-
making, planning,
budgeting

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Collectively Interpret Results:
 Seek patterns
 Build in institutional level and program
level discourse (formal and informal
times)
 Tell the story that explains the results—
triangulate
 Determine what you wish to change,
revise, or how you want to innovate

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Implement changes
Assess to determine efficacy of
changes
Focus on collective effort—what
we do and how we do it

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“What and how students learn depends to
a major extent on how they think they will
be assessed.”
John Biggs, Teaching for Quality Learning at
University: What The Student Does. Society for
Research into Higher Education & Open
University Press, 1999, p. 141.

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Works Cited
Biggs, J. (1999). Teaching for Quality Learning at University:
What The Student Does. Great Britain: Society for Research
into Higher Education & Open University Press.
Maki, P. (June, 2004). Assessing for Learning: Building a
Sustainable Commitment Across the Institution. Sterling, VA:
Stylus Publishing, LLC, and AAHE.
National Research Council. (2001). Knowing What Students
Know: The Science and Design of Educational Assessment.
Washington, D.,C.: National Academy Press.