WIDS Learning Design System Version: 7.0.105 Date Saved: 3/30/2004 Project Type: 0 DO NOT MAKE CHANGES TO THIS FILE! If you make changes to this file, then you might not be able to open it using WIDS. ******************* [Competencies] 55248.8101 40542.9097 55245.8101 Develop a plan for assessing student learning within the context of a course or other learning experience. Your performance will be successful when: You will demonstrate your competence: 1 A.1. 55270.8101 40542.9097 55246.8101 Design performance assessment tasks that assess products/artifacts. Your performance will be successful when: You will demonstrate your competence: 1 B.1. 55272.8101 40542.9097 55246.8101 Construct question and answer tests. Your performance will be successful when: You will demonstrate your competence: 3 B.3. 55276.8101 40542.9097 55247.8101 Use assessment results to improve the teaching and learning process. Your performance will be successful when: You will demonstrate your competence: 2 C.2. 59378.4675 40542.9097 55245.8101 Develop a grading system to communicate and report learner performance. Your performance will be successful when: You will demonstrate your competence: 3 A.3. 59386.4675 40542.9097 55246.8101 Design performance assessment tasks that assess skills/processes. Your performance will be successful when: You will demonstrate your competence: 2 B.2. 62194.0787 40542.9097 55247.8101 Summarize your philosophy of assessment. Your performance will be successful when: You will demonstrate your competence: 3 C.3. 62345.8553 40542.9097 55245.8101 Construct an annotated list of the assessments you will use in your course. Criteria: Your performance will be successful when: Conditions: You will demonstrate your competence: 2 A.2. 73534.4143 40542.9097 55247.8101 Employ a variety of Classroom Assessment Techniques (CATs). Your performance will be successful when: You will demonstrate your competence: 1 C.1. [CoreAbilities] 73244.1851 40542.9097 1. Demonstrate critical thinking THINKING/PROBLEM SOLVING 1 * 73249.1851 40542.9097 2. Demonstrate responsible work ethic ETHICS/RESPONSIBILITY 2 * 73256.1851 40542.9097 3. Communicate effectively COMMUNICATION 3 * 73261.1851 40542.9097 4. Use mathematics effectively THINKING/PROBLEM SOLVING 4 * 73265.1851 40542.9097 5. Work cooperatively INTERPERSONAL 5 * 73272.1851 40542.9097 6. Apply learning PROFESSIONALISM 6 * 73277.1851 40542.9097 7. Respect diversity DIVERSITY 7 * 73280.1851 40542.9097 8. Integrate technology TECHNOLOGY/SCIENCE 8 * [CoreAbilityIndicators] 73245.1851 40542.9097 73244.1851 1.1 learner determines issues that merit action 1 1. 73246.1851 40542.9097 73244.1851 1.2 learner uses problem solving processes 2 2. 73247.1851 40542.9097 73244.1851 1.3 learner makes decisions considering alternatives and consequences 3 3. 73248.1851 40542.9097 73244.1851 1.4 learner refines action plans based on evaluation of feedback 4 4. 73250.1851 40542.9097 73249.1851 2.1 learner displays behavior consistent with the ethical standards within a discipline or profession 1 1. 73251.1851 40542.9097 73249.1851 2.2 learner follows policies and procedures 2 2. 73252.1851 40542.9097 73249.1851 2.3 learner attends class as mandated by the instructor 3 3. 73253.1851 40542.9097 73249.1851 2.4 learner completes assignments on time 4 4. 73254.1851 40542.9097 73249.1851 2.5 learner exhibits academic honesty 5 5. 73255.1851 40542.9097 73249.1851 2.6 learner accepts responsibility for his/her actions 6 6. 73257.1851 40542.9097 73256.1851 3.1 learner comprehends written materials 1 1. 73258.1851 40542.9097 73256.1851 3.2 learner writes clearly, concisely, and accurately 2 2. 73259.1851 40542.9097 73256.1851 3.3 learner speaks so others can understand 3 3. 73260.1851 40542.9097 73256.1851 3.4 learner demonstrates active listening skills 4 4. 73262.1851 40542.9097 73261.1851 4.1 learner solves real world problems using mathematics 1 1. 73263.1851 40542.9097 73261.1851 4.2 learner measures accurately 2 2. 73264.1851 40542.9097 73261.1851 4.3 learner analyzes graphical information 3 3. 73266.1851 40542.9097 73265.1851 5.1 learner contributes to a group with ideas, suggestions, and effort 1 1. 73267.1851 40542.9097 73265.1851 5.2 learner completes his/her share of tasks necessary to complete a project 2 2. 73268.1851 40542.9097 73265.1851 5.3 learner encourages team members by listening and responding appropriately to their contributions 3 3. 73269.1851 40542.9097 73265.1851 5.4 learner maintains self control 4 4. 73270.1851 40542.9097 73265.1851 5.5 learner resolves differences for the benefit of the team 5 5. 73271.1851 40542.9097 73265.1851 5.6 learner accepts constructive feedback 6 6. 73273.1851 40542.9097 73272.1851 6.1 learner transfers academic knowledge and principles to life and work situations 1 1. 73274.1851 40542.9097 73272.1851 6.2 learner incorporates prior learning 2 2. 73275.1851 40542.9097 73272.1851 6.3 learner knows when to ask for help 3 3. 73276.1851 40542.9097 73272.1851 6.4 learner demonstrates appropriate safety precautions 4 4. 73278.1851 40542.9097 73277.1851 7.1 learner treats people with respect 1 1. 73279.1851 40542.9097 73277.1851 7.2 learner promotes a work environment that embraces differences 2 2. 73281.1851 40542.9097 73280.1851 8.1 learner determines which tasks can be performed more efficiently by using technology 1 1. 73282.1851 40542.9097 73280.1851 8.2 learner uses technology to perform tasks more efficiently 2 2. 73283.1851 40542.9097 73280.1851 8.3 learner adapts to changing/emerging technology 3 3. [CourseInformation] 40542.9097 Course WTCS - Wisconsin Technical College System WTCS 54 Educational Evaluation WTCS Educational Certification Requirement #54 WTCS Certification 54 Task Analysis Team WTCS Certification Review Team 10/23/2002 90 2 Practicing educators who strive to enhance the quality of teaching and learning in technical colleges or two-year community colleges. Also has high applicability for educators in secondary schools and universities. Designed by the Wisconsin Technical College System to meet certification requirements for WTCS teachers and other staff members who serve in certifiable positions. Prepares educators to design and implement the performance assessment component of a course. Places emphasis on the development of criterion-referenced performance assessment strategies, the application of varied assessment formats, and the use of assessment as a tool for improving teaching and learning. Participants will design performance assessment strategies for a course or other learning experience, create varied assessment tools, and summarize their assessment philosophy. [This course meets WTCS Certification Requirement #54 - Educational Evaluation] [DatabaseInformation] 40542.9097 7 None 0 3/30/2004 5:29:09 PM [Duties] 59468.4675 40542.9097 1 [FTypeData] 1 40542.9097 Competencies [Parent] 1 . 2 2 40542.9097 Units 4 . 2 4 40542.9097 Core Abilities 0 2 5 40542.9097 Core Ability Indicators 1 . 2 6 40542.9097 Performance Criteria 0 2 7 40542.9097 Performance Conditions 0 2 9 40542.9097 Types of Instruction 0 2 10 40542.9097 Learning Objectives [Parent] 5 . 2 17 40542.9097 Goals 0 2 18 40542.9097 Course Prerequisites 1 . 2 21 40542.9097 Textbooks 1 . 1 22 40542.9097 Learner Supplies 1 . 1 100 40542.9097 Learning Plans 1 1 102 40542.9097 Learning Activities _____ 1 . 2 103 40542.9097 Assessment Activities _____ 1 . 2 200 40542.9097 Syllabi 4 1 300 40542.9097 Teaching Plans [Parent] 4 1 301 40542.9097 Teaching Plan Activities 1 . 2 305 40542.9097 Learning Plan Prerequisites 6 2 306 40542.9097 Learning Materials/Objects 1 . 1 404 40542.9097 Schedule Activities 1 . 2 405 40542.9097 Grading Scales 0 2 412 40542.9097 Guidelines 1 . 1 600 40542.9097 Performance Assessment Tasks 1 1 602 40542.9097 Scoring Guide Criteria 1 . 2 608 40542.9097 Scoring Guides 4 2 609 40542.9097 Scoring Guide Ratings 0 2 701 40542.9097 Duties 0 2 702 40542.9097 Tasks 0 2 704 40542.9097 Standards 0 2 705 40542.9097 Standard Indicators 0 2 706 40542.9097 General Education Outcomes 4 . 2 707 40542.9097 General Education Outcome Indicators 1 . 2 708 40542.9097 Program Outcomes 0 2 709 40542.9097 Program Outcome Criteria 0 2 [Goals] 40546.9097 40542.9097 Apply principles of learning-centered assessment at the course level. 1 [GradingScales] 75051.3414 40542.9097 75050.3414 A 74-80 pts. 1 75052.3414 40542.9097 75050.3414 B 68-73 pts. 2 75053.3414 40542.9097 75050.3414 C 64-67 pts. 3 75054.3414 40542.9097 75050.3414 D 56-63 pts. 4 [GuidelinesAndInformation] 75059.3414 40542.9097 75050.3414 ADA If you have a documented disability that may prevent you from meeting course requirements, I recommend that you contact LTC's ADA/Instructional Support Instructor for assistance with accommodations. It is your responsibility to voluntarily and confidentially disclose information regarding the nature and extent of a disability, and to provide documentation of the disability. The college cannot assume responsibility for providing accommodations or services to students who have not identified themselves as having a qualifying disability. Please note that course requirements will not be waived but accommodations may be made to assist you to meet the requirements. Vicki Wiese, ADA/Instructional Support Instructor, can assist you with formulating a reasonable accommodation plan and can provide support in developing appropriate accommodations for your disability. She can be reached at 920.693.1160, viwi@gotoltc.edu, or TTY 920.693.8956; her office is located in Learning Central. 1 1. 75061.3414 40542.9097 75050.3414 College Policies Learners with questions regarding affirmative action, equal opportunity, harassment, or information about any other college policies may refer to the current college catalog or student handbook or online at http://www.gotoltc.com/Catalog/student_rights.shtml. 2 2. 75062.3414 40542.9097 75050.3414 Core Abilities Core Abilities are broad outcomes or skills that every graduate of a Lakeshore Technical College program is expected to achieve. These skills go beyond the context of a specific course or program and are the skills employers tell us they expect employees to have. Lakeshore Technical College has identified eight Core Abilities that are important in every area of learning. Some of these core abilities have been identified as important in this course. They are listed in the course. 3 3. 75063.3414 40542.9097 75050.3414 Performance-Based - It's about Learning! Your success is the main goal of any learning experience. In performance-based learning, we carefully identify what you need to be able to do as a result of a learning experience. Next we determine how you can show that you have learned these skills. Finally, we plan learning activities that will help you develop the target skills, knowledge, and attitudes. Benefits for you: 1) You will learn skills and knowledge that you can apply, rather than outlines of information. 2) We tell you right up front WHAT you will learn, how we expect you to show WHEN you have learned, and HOW you may go about learning. This helps you plan how to invest your time and energy. 3) You know the standards for evaluation before the assessment. You earn a grade according to how well you perform the skills rather than according to how well others in the class perform. You are not graded on a curve. 4) You are actively involved in the learning. We design learning activities and assignments that teach you to solve problems and to learn on your own. 5) When you complete a learning experience, you have documentation showing the skills and knowledge you have learned. You can use this information when you seek employment, admission to further education, advanced standing or transfer of credit. Basic Terminology: Core Ability - A broad capability that you will develop throughout a course, program, or major, rather than in one specific lesson. Core abilities include skills that everyone needs to succeed, such as problem solving and communication. Competency - A major skill, knowledge, or attitude that you will learn as a result of a given learning experience. Criteria - Specifications that describe a successful performance. Conditions - Descriptions of how you will show that you have achieved a competency. Learning Objectives - Supporting skills that you will learn as a step toward mastering a specific competency. Learning Activities -Statements that describe strategies for learning skills, knowledge, and attitudes. (You might think of them as learning assignments.) Assessment Activities - Statements that describe what you must do to get feedback on your performance or earn credit for your achievements. Performance Assessment Task - Directions for completing a required assignment and a scoring guide telling you how your performance of a skill or the product you create will be evaluated. 4 4. [LearningActivities] 73242.0451 40542.9097 73241.0451 Discuss your assessment/evaluation experience as a learner. How did the letter grade you recieved relate to what you learned? 1 _____1. 73325.1851 40542.9097 73241.0451 Develop an assessment plan according to the checklist attached to the "Assessment Plan" handout. 6 _____6. 7647.4814 40542.9097 73241.0451 View the Bloom's Taxonomy learning object at http://www.wisc-online.org. 3 _____3. 7648.4814 40542.9097 73241.0451 View the PowerPoint presentation http://X X that explains the difference between assessment and evaluation. 2 _____2. 7649.4814 40542.9097 73241.0451 Explore the following website http://www.sasked.gov.sk.ca/docs/mla/assess.html (or conduct a search on your own) for information relating to assessment and evaluation. 4 _____4. 7649.3483 40542.9097 73241.0451 View the following for information relating to the development of valid and reliable assessment: http://trochim.human.cornell.edu/kb/rel&val.htm; http://writing.colostate.edu/references/research/relval/index.cfm 5 _____5. 7653.3483 40542.9097 73241.0451 Complete the self-assessment for Module 1. 7 _____7. 7654.3483 40542.9097 73241.0451 Discuss your personal philosophy of assessing learner performance. What do you do now? Why do you do it that way? Are you satisfied with the results? What changes, if any, would you like to make? Why?真CrLf真 9 _____9. 7655.3483 40542.9097 73241.0451 View the following websites and be prepared to define these terms: formative and summative assessment, CAT(classrooom assessment technique), project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration. http://online.nwtc.edu/vrc/assessment/continuum%20of%20classroom%20assessment%20methods.doc http://its.fvtc.edu/frc/assessment/definition typeschecklis.pdf http://www.siu.edu/~deder/assess/catmain.html 8 _____8. 7656.3483 40542.9097 73241.0451 View a PowerPoint on designing a grading system http://online.nwtc.edu/vrc/grading%20system1_files/frame.htm 10 _____10. 7657.3483 40542.9097 73241.0451 Identify essential recordkeeping components by view the following website: http://www.4faculty.org/includes/108r1.jsp 11 _____11. 7658.3483 40542.9097 73241.0451 Critique the grading plan included in the syllabus for this course. List the strengths and weaknesses of the plan. 12 _____12. 7659.3483 40542.9097 73352.0347 Explore the following website dealing with multiple intelligences: http://www.13.org/edonline/concept2class/month1 2 _____2. 7660.3483 40542.9097 73352.0347 Print and complete the learning strength inventory from the following website: http://snow.utoronto.ca/courses/mitest.html 1 _____1. 7661.3483 40542.9097 73352.0347 Gather information about creating meaningful performance assessment tasks from the following website: http://www.ericfacility.net/ericdigests.ed381985.html 3 _____3. 7662.3483 40542.9097 73352.0347 Discuss the relationship of multiple intelligences and the development of meaninful peformance assessments tasks to assess learners. 4 _____4. 7663.3483 40542.9097 73352.0347 Obtain a copy of your college's core abilities and indicators (if available). 5 _____5. 7664.3483 40542.9097 73352.0347 Access the following websites for information relating to core abilities: http://honolulu.hawaii.edu/intranet/committees/facdevcom/guidebk/teachtip/cor-abil.htm http://www.witc.edu/instruct/assess/doc/ca_assessment_rubric.htm 6 _____6. 7665.3483 40542.9097 73352.0347 Post to the discussion board two characteristics that could be used to create a rubric for a vacation. Use the following categories: Great, Acceptable, or Poor (Work Would Have Been Better). See the following websites for samples and more information: http://www.phschool.com/professional_development/assessment/rub_oral_presentation.html http://www.teach-nology.com/web_tools/rubrics/general; http://rubistar.4teachers.org/index.php 7 _____7. 7667.3483 40542.9097 73352.0347 Post to the discussion board the items that should be included on a vacation planning checklist. 8 _____8. 7668.3483 40542.9097 73352.0347 Use the performance assessment strategy checklist (http://online.nwtc.edu/vrc/assessment/resources/performance%20assessment%20checklist.htm) to create a checklist for one of your college's core abilities. 9 _____9. 7669.3483 40542.9097 73352.0347 It is possible to create an adequate product/artifact without a good process It is also possible to have a good process and get a substandard product. What cautions are there in assuming inherent skills and/or knowledge exist? Post your thoughts to the discussion board. 10 _____10. 7670.3483 40542.9097 73352.0347 Identify criteria for writing valid, reliable, and fair test questions by viewing Resources for Effective Test Preparation and Assessment--http://faculty.etsu.edu/harvill/writing_good_tests.htm. 11 _____11. 7671.3483 40542.9097 73352.0347 Evaluate sample test questions and other test related information on the following website: http://www.rpi.edu/~verwycchap2tm.htm 12 _____12. 7672.3483 40542.9097 73353.0347 CATs--Why do we want to use them? What kind of information can we get from them? How does administering them enhance learning? Reflect on your experience in this and your own classes, refer to websites used earlier in the course, and review the following website http://www.ntlf.com/html/lib/bib/assess.htm before posting your comments to the discussion board. 2 _____2. 7673.3483 40542.9097 73352.0347 Post to the discussion board a concept you could easily explain to someone who had not attended the class and a concept you would like to have someone clarify for you. 13 _____13. 7674.3483 40542.9097 73353.0347 View PowerPoint presentation on CATs--from Bonnie 1 _____1. 7675.3483 40542.9097 73353.0347 View Nine Prinicples of Good Practice for Assessing Student Learning: http://www.wisc-online.com/objects/framz.asp?objID=AMT303-CTC NET 5 _____5. 7676.3483 40542.9097 73353.0347 Nagivate through the following learning object Affective Assessment--http://www.wisc-online.com/objects/framz.asp?objID=AMT703-CTC NET 3 _____3. 7677.3483 40542.9097 73353.0347 If you have administered CATs in your class, what action steps have you taken to improve learning based on those assessment results. If you have never administered CATs in one of your classes, from the information that has been provided in the class related to CATs what insights have you gained to improve learning using CATs. 4 _____4. 7678.3483 40542.9097 73353.0347 View sample philosophy from the following website: http://www.robertandrews.com/portfolio/assessmentphilosophy.html 6 _____6. 7679.3483 40542.9097 73353.0347 Post at least three and no more than five points that summarize your philosphy of assessment. 7 _____7. 7680.3483 40542.9097 73353.0347 Critique your syllabus or the one for this class and determine whether the points you posted relating to your philosphy are reflected in that document. 8 _____8. 7682.3483 40542.9097 73353.0347 View the following website http://www.fla.guide.org/cat/minutepapers/conmap1.htm (view screens 1-6) and then create a concept map for the content of this course. 9 _____9. [LearningObjectives] 73285.1851 40542.9097 55248.8101 Explain how assessment and evaluation relate to each other. 2 A.1.b. 73286.1851 40542.9097 55248.8101 Discuss the use of evaluation strategies. 3 A.1.c. 73287.1851 40542.9097 55248.8101 Discuss the purposes of assessment tools. 4 A.1.d. 73288.1851 40542.9097 55248.8101 Define validity. 5 A.1.e. 73289.1851 40542.9097 55248.8101 Define reliability. 6 A.1.f. 73290.1851 40542.9097 55248.8101 Define fairness. 7 A.1.g. 73291.1851 40542.9097 55248.8101 Define user friendly. 8 A.1.h. 73292.1851 40542.9097 55248.8101 Define learner preparedness. 10 A.1.j. 73293.1851 40542.9097 55248.8101 Define prerequisite. 9 A.1.i. 73294.1851 40542.9097 55248.8101 Identify assessment opportunities and constraints of a learning environment. 14 A.1.n. 73295.1851 40542.9097 55248.8101 Identify methods of assessment. 13 A.1.m. 73296.1851 40542.9097 55248.8101 Discuss the need for assessing learner preparedness in terms of learner success and performance assessment. 11 A.1.k. 73299.1851 40542.9097 55248.8101 Discuss the need to provide feedback to students. 15 A.1.o. 73300.1851 40542.9097 55248.8101 Identify strategies for providing feedback to learners. 16 A.1.p. 73301.1851 40542.9097 55248.8101 Define remediation and developmental work. 12 A.1.l. 73302.1851 40542.9097 55248.8101 Define the difference between assessment and evaluation. 1 A.1.a. 73303.1851 40542.9097 62345.8553 Define performance assessment. 1 A.2.a. 73305.1851 40542.9097 62345.8553 Explore/apply current teaching and learning strategies that maximize learner success. 2 A.2.b. 73306.1851 40542.9097 62345.8553 Describe several types of assessment tools that might be used to document performance assessment. 3 A.2.c. 73307.1851 40542.9097 62345.8553 Define target learning outcomes and the importance of communicating them to the learner. 4 A.2.d. 73308.1851 40542.9097 62345.8553 Describe various learning style preferences and their affects on learner success in terms of performance assessment. 5 A.2.e. 73311.1851 40542.9097 59378.4675 Identify components of a grading system. 1 A.3.a. 73312.1851 40542.9097 59378.4675 Discuss the need for a grading system. 2 A.3.b. 73313.1851 40542.9097 59378.4675 Identify reasons for weighting assessments. 3 A.3.c. 73314.1851 40542.9097 59378.4675 Discuss policies for retesting. 4 A.3.d. 73315.1851 40542.9097 59378.4675 Discuss grading rationale. 5 A.3.e. 73316.1851 40542.9097 59378.4675 Discuss institutional grading policies. 6 A.3.f. 74153.3472 40542.9097 55270.8101 Describe the attributes of each of Howard Garner's multiple intelligences. 1 B.1.a. 74154.3472 40542.9097 55270.8101 Determine how you are smart. 2 B.1.b. 74155.3472 40542.9097 55270.8101 Describe the use of multiple intelligences in the classroom. 3 B.1.c. 74156.3472 40542.9097 55270.8101 Define core ability. 4 B.1.d. 74157.3472 40542.9097 55270.8101 List institutional core abilities and their indicators. 5 B.1.e. 74158.3472 40542.9097 55270.8101 List possible program core abilities. 6 B.1.f. 74159.3472 40542.9097 55270.8101 Describe the relationship of core abilities to content competencies. 7 B.1.g. 74160.3472 40542.9097 55270.8101 Define rubric. 8 B.1.h. 74161.3472 40542.9097 55270.8101 Define scales. 9 B.1.i. 74162.3472 40542.9097 55270.8101 Describe ways in which the assessment tools could be created to be valid, reliable, fair, and user friendly. 10 B.1.j. 74163.3472 40542.9097 55270.8101 Describe performance assessment strategies which could be used to assess core abilities. 11 B.1.k. 74164.3472 40542.9097 55270.8101 Define cognitive-based competency. 12 B.1.l. 74165.3472 40542.9097 55270.8101 Explain how cognitive skills provide the base for psychomotor skills. 13 B.1.m. 74166.3472 40542.9097 55270.8101 Give examples of cognitive based competencies. 14 B.1.n. 74169.3472 40542.9097 55270.8101 Describe performance assessment strategies which could be used to assess one cognitive-based competency. 15 B.1.o. 74170.3472 40542.9097 59386.4675 Define psychomotor skills. 1 B.2.a. 74172.3472 40542.9097 59386.4675 Give examples of psychomotor skill-based competencies. 2 B.2.b. 74173.3472 40542.9097 59386.4675 Describe performance assessment strategies which could be used to assess one psychomotor skill-based competency. 3 B.2.c. 74174.3472 40542.9097 55272.8101 Identify the pros and cons of using textbook tests. 1 B.3.a. 74175.3472 40542.9097 55272.8101 State activities that help prepare learners for question and answer tests. 2 B.3.b. 74176.3472 40542.9097 55272.8101 Distinguish between higher-level and lower-level text items. 3 B.3.c. 74177.3472 40542.9097 55272.8101 Write correctly stated supply and selection items. 4 B.3.d. 74178.3472 40542.9097 55272.8101 Identify and correct flaws in supply and selection items. 5 B.3.e. 74179.3472 40542.9097 55272.8101 Link varied types of instruction (e.g., remembering, understanding, and applying) to appropriate types of assessment. 6 B.3.f. 74180.3472 40542.9097 55272.8101 Define basic terms: holistic scoring, analytic scoring, objectivity 7 B.3.g. 74181.3472 40542.9097 55272.8101 State basic principles for assembling and administering tests. 8 B.3.h. 74182.3472 40542.9097 55272.8101 Recognize the unacceptability of cheating on tests and identify strategies to reduce cheating. 9 B.3.i. 74183.3472 40542.9097 55272.8101 Distinguish between objective and subjective scoring and holistic an analytic scoring. 10 B.3.j. 74184.3472 40542.9097 55272.8101 Apply methods to improve the objectivity of essay scoring. 11 B.3.k. 74185.3472 40542.9097 55272.8101 Recognize strategies to identify faulty text items. 12 B.3.l. 74186.3472 40542.9097 55272.8101 Identify strategies for testing pupils with disabilities. 13 B.3.m. 74193.3472 40542.9097 73534.4143 Define self-assessment. 1 C.1.a. 74194.3472 40542.9097 73534.4143 Describe learning activities when self-assessment would be appropriate. 2 C.1.b. 74195.3472 40542.9097 73534.4143 Identify several self-assessment strategies which could be used by learners. 3 C.1.c. 74198.3472 40542.9097 73534.4143 Define "embedded" classroom assessment techniques. 4 C.1.d. 74199.3472 40542.9097 55276.8101 Discuss the benefits of self-assessment as part of the learning process. 1 C.2.a. 74200.3472 40542.9097 55276.8101 List ways to document self-assessment in the learning process. 2 C.2.b. 74202.3472 40542.9097 73534.4143 Give examples of "embedded" classroom assessment techniques for one course. 5 C.1.e. 74203.3472 40542.9097 73534.4143 Define peer-assessment. 6 C.1.f. 74204.3472 40542.9097 73534.4143 Describe learning activities when peer-assessment would be appropriate. 7 C.1.g. 74205.3472 40542.9097 73534.4143 Identify peer-assessment strategies which could be used by learners. 8 C.1.h. 74206.3472 40542.9097 55276.8101 Explain the intended uses and results expected from embedded assessments. 3 C.2.c. 74207.3472 40542.9097 55276.8101 Describe the relationship between embedded assessments and learning preferences and learning styles. 4 C.2.d. 74208.3472 40542.9097 55276.8101 Discuss the benefits of peer-assessment as part of the learning process. 5 C.2.e. 74209.3472 40542.9097 55276.8101 List ways to document peer-assessment in the learning process. 6 C.2.f. 74210.3472 40542.9097 62194.0787 Review basic terms: assessment, evaluation, test, valid, reliable, fair, and user friendly, etc. 1 C.3.a. 74211.3472 40542.9097 62194.0787 Summarize the varied purposes of teachers' classroom assessments. 2 C.3.b. 74212.3472 40542.9097 62194.0787 Review common methods of collecting assessment information. 3 C.3.c. 74213.3472 40542.9097 62194.0787 State examples of teachers' ethical responsibilities in collecting and using assessment information. 4 C.3.d. [LearningPlans] 73241.0451 40542.9097 Planning for Assessment Bonnie Smith 4/21/2003 We'll begin with the Big Picture. Education has changed dramatically over the last several years. The days of the "sage on the stage" are over; a new philosophy of a "guide on the side" has replaced it, bringing with it a new philosophy of grading. No longer do we expect learners to outguess the teacher on exams and homework assignments collected from students over the semester. The question then becomes one of how to effectively evaluate learner achievement. In this module we will design a plan for student learning, discuss possible assessment tools, and develop a grading system. 1 1 73352.0347 40542.9097 Developing Assessment Tools Bonnie Smith 4/22/2003 In this module we will explore Howard Gardner's multiple intelligences and discuss ways to maximize learner success. 真CrLf真真CrLf真You will design a performance assessment task for assessing a core ability, for evaluating a product produced by the learner, and for measuring learner performance of a skill or process. Information on constructing question and answer tests will also be provided. 2 2 73353.0347 40542.9097 Using Assessment for Continuous Improvement 4/22/2003 "I just don't have time!" is a cry uttered frequently by instructors. In this session we will explore methods to assess learning without adding grading time to our already hectic schedules. Classroom assessment techniques (CATs) are tools that not only provide the instructor with feedback on learner progress, but also provide learners with the opportunity to assess their own progress through the analysis of self and peer performance. Embedded or instant classroom assessments are also included in CATs.真CrLf真真CrLf真 3 3 [LinkedCoreAbilities] 55248.8101 73244.1851 40542.9097 55248.8101 73256.1851 40542.9097 55248.8101 73272.1851 40542.9097 62345.8553 73244.1851 40542.9097 62345.8553 73256.1851 40542.9097 62345.8553 73272.1851 40542.9097 59378.4675 73244.1851 40542.9097 59378.4675 73256.1851 40542.9097 59378.4675 73272.1851 40542.9097 55270.8101 73244.1851 40542.9097 55270.8101 73256.1851 40542.9097 55270.8101 73272.1851 40542.9097 55270.8101 73265.1851 40542.9097 62194.0787 73244.1851 40542.9097 62194.0787 73256.1851 40542.9097 62194.0787 73272.1851 40542.9097 59386.4675 73244.1851 40542.9097 59386.4675 73256.1851 40542.9097 59386.4675 73265.1851 40542.9097 59386.4675 73272.1851 40542.9097 55272.8101 73244.1851 40542.9097 55272.8101 73256.1851 40542.9097 55272.8101 73265.1851 40542.9097 55272.8101 73272.1851 40542.9097 73534.4143 73244.1851 40542.9097 73534.4143 73256.1851 40542.9097 73534.4143 73265.1851 40542.9097 73534.4143 73272.1851 40542.9097 55276.8101 73244.1851 40542.9097 55276.8101 73256.1851 40542.9097 55276.8101 73265.1851 40542.9097 55276.8101 73272.1851 40542.9097 [LPPrerequisites] 73446.4143 40542.9097 73241.0451 Read Handout A: "Brain-Based Learning." 1 o 73447.4143 40542.9097 73241.0451 Read Handout B: "Performance Assessment in Vocational Education" by Kay Sell (1996). 2 o 73448.4143 40542.9097 73241.0451 Read Handout C: "Purposes for Assessment." 3 o 73449.4143 40542.9097 73241.0451 Read Handout D: "9 Principles of Good Practice for Assessing Student Learning." 4 o 73451.4143 40542.9097 73241.0451 Read Handout E: "What Is Classroom Assessment" 5 o 73452.4143 40542.9097 73241.0451 Read Handout F: "Create Assessment and Learning Strategies--Grading Plan" 6 o 73453.4143 40542.9097 73352.0347 Read Handout G: Excerpt from "MI and Assessment." 1 o 73454.4143 40542.9097 73352.0347 Read Handout H: "How to Assess Authentic Learning." 2 o 73455.4143 40542.9097 73352.0347 Read Handout I: Excerpts from "Thriving in Academe." 3 o 73456.4143 40542.9097 73352.0347 Read Handout K: "Lakeshore Technical College Core Abilities." 5 o 73457.4143 40542.9097 73352.0347 Read Handout L: "Measuring Core Abilities." 6 o 73458.4143 40542.9097 73352.0347 Read Handout M: "Scoring Guides." 7 o 73459.4143 40542.9097 73352.0347 Read Handout N: "The Dialogue." 8 o 73460.4143 40542.9097 73352.0347 Read Handout O: "Enhancing Learning and Critical Thinking in Essay Exams." 9 o 73461.4143 40542.9097 73352.0347 Read Handout P: "Assessment." 10 o 73462.4143 40542.9097 73352.0347 Read Handout Q: "A Debate in Britain: Exam Bias for 'Girls'?" 11 o 73463.4143 40542.9097 73352.0347 Read Handout R: "What are Standardized Tests?" 12 o 73464.4143 40542.9097 73352.0347 Read Handout S: "Constructing Good Test Items." 13 o 73466.4143 40542.9097 73352.0347 Read Handout J: Excerpt from "Instructional Design and Planning." 4 o [LPTargetCompetencies] 73241.0451 55248.8101 40542.9097 73241.0451 62345.8553 40542.9097 73241.0451 59378.4675 40542.9097 73352.0347 55270.8101 40542.9097 73352.0347 59386.4675 40542.9097 73352.0347 55272.8101 40542.9097 73353.0347 55276.8101 40542.9097 73353.0347 62194.0787 40542.9097 [PATTargetCompetencies] 73248.0451 55248.8101 40542.9097 73248.0451 62345.8553 40542.9097 73248.0451 59378.4675 40542.9097 73504.4143 55270.8101 40542.9097 73523.4143 59386.4675 40542.9097 74953.3773 55272.8101 40542.9097 74965.7129 73534.4143 40542.9097 74981.7129 55276.8101 40542.9097 75040.3414 55276.8101 40542.9097 [PerformanceAssessmentTasks] 73248.0451 40542.9097 Assessment Plan Bonnie Smith 4/21/2003 Outside Assignment Written Product True False False False False False Create an assessment plan for a course you teach or have taught. Readings A-F may help you formulate your plan along with information gleaned from class presentations and discussions.真CrLf真真CrLf真The finished product must be typewritten and double spaced. 1 1 73504.4143 40542.9097 Assess a Product Bonnie Smith 4/23/2003 False False False False False False In your small group discussions, answer the following questions:真CrLf真真CrLf真1. What is a cognitive based skill?真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真2. Is a cognitive based skill a necessary component of a psychomotor skill?真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真In your small groups, identify a product a learner may be asked to create that would require cognitive skills. Then design an assessment tool for the product. Use the checklist as a guide. 3 3 73523.4143 40542.9097 Assess a Skill/Process/Procedure Bonnie Smith 4/23/2003 False False False False False False In your small group discussions, answer the following questions:真CrLf真真CrLf真1. What is meant by "psychomotor" skill?真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真2. What are some psychomotor skills that are required in the program in which you teach?真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真真CrLf真In your small groups, identify a skill or process a learner may be asked to perform that would require psychomotor skills. Then design an assessment tool for the skill or process. Use the checklist as a guide. 2 2 74953.3773 40542.9097 Question and Answer Tests 5/8/2003 False False False False False False In your small groups, create one of each of the following types of test questions: multiple choice, true-false, matching, short-answer or completion, essay. Refer to the following criteria on the checklist as you create the questions: 1, 2, 4, 5, and 9-12. The remaining criteria will be addressed as a whole group. When all the groups are finished, we will compile all the questions into one document which will be copied and placed in each person's portfolio. The finished product must be typewritten. 4 4 74965.7129 40542.9097 Classroom Assessment Techniques Checklist 5/8/2003 False False False False False False Create four classroom assessment tools: one self-assessment; two embedded assessments, and one peer assessment (The peer assessment will be done together as a class) . Use the checklist as a guide. (You may use the tools designed in class for your portfolio. The finished products must be typewritten.) 5 5 74981.7129 40542.9097 Philosophy of Assessment Checklist 5/8/2003 True False False False False False Write a paper, no more than one page length, explaining how your grading philopsy changed as a result of this course. Use the checklist as a guide. (The finished product must be typewritten.) 6 6 75040.3414 40542.9097 Assessment Results 5/9/2003 False False False False False False Participate in the class discussion on using the information gathered from assessment tools to improve the course content, teaching methods, or classroom environment. 7 7 [PerformanceConditions] 55280.8101 40542.9097 55248.8101 by developing an assessment plan for a specific course or other learning experience 1 55253.8009 40542.9097 55248.8101 using competencies and performance standards for an existing course (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 2 55268.8009 40542.9097 55270.8101 by designing at least one performance assessment task (PAT) that evaluates an artifact (product) produced by the learner 1 55297.8009 40542.9097 55272.8101 by developing a question and answer test 1 59384.4675 40542.9097 59378.4675 by developing a grading system for a specific course or other learning experience (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 2 59392.4675 40542.9097 59386.4675 by designing a performance assessment task (PAT) that includes scoring guides to measure learner performance of a skill or process 1 62154.0787 40542.9097 55270.8101 using one or more target competencies and performance standards for an existing course (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 2 62158.0787 40542.9097 59386.4675 using one or more target competencies and performance standards for an existing course (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 2 62167.0787 40542.9097 55272.8101 using one or more target competencies and performance standards for an existing course (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 2 62186.0787 40542.9097 55276.8101 by analyzing the results of an assessment (performance assessment task or question or answer test) that has been administered to a group of students (If you do not have results of an assessment that you developed and administered, you may use an assessment and results provided by your facilitator.) 2 62201.0787 40542.9097 62194.0787 after successfully completing the requirements for competency A1 "Develop a plan for assessing student learning within the context of a course or other learning." and A2 "Construct an annotated list of the assessments you will use in your course" 1 62347.8553 40542.9097 62345.8553 by developing an annotated list of summative (accountability) assessments for a specific course or other learning experience 2 62348.8553 40542.9097 62345.8553 using competencies and performance standards for an existing course (If you do not have course competencies and performance standards, you may use those from a course that is provided by your facilitator.) 3 62362.8553 40542.9097 59378.4675 after successfully completing the requirements for competency A1 "Develop a plan for assessing student learning within the context of a course or other learning" and A2 "Construct an annotated list of the assessments you will use in your course" 1 62365.8553 40542.9097 62345.8553 after successfully completing the requirements for competency A1 "Develop a plan for assessing student learning within the context of a course or other learning" 1 62367.8553 40542.9097 62194.0787 in a written or oral presentation of your philosophy of assessment 2 62587.6342 40542.9097 55276.8101 after completing competencies B1 "Design performance assessment tasks that assess products/artifacts, B2 Design performance assessment tasks that assess skills/processes, and B3 "Construct question and answer tests" 1 73461.1562 40542.9097 73534.4143 by developing a collection of annotated Classroom Assessment Techniques (CATs)for a specific course or learning experience真CrLf真 1 73462.1562 40542.9097 73534.4143 in a written or oral evaluation of the results of a CAT that you administered (or observed) in a real or simulated situation真CrLf真 2 [PerformanceCriteria] 55282.8101 40542.9097 55248.8101 your plan includes a summary of how you will incorporate the use of a variety of formative (continuing improvement) and summative (accountability/graded) assessment tools (e.g. CAT, project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) 1 your plan 6 55283.8101 40542.9097 55248.8101 your plan describes how you will communicate the learning outcomes targeted by the assessments to learners at the beginning of the learning experience 1 your plan 2 55284.8101 40542.9097 55248.8101 your plan explains steps you will take to make assessment valid, reliable, fair and "learner friendly" 1 your plan 3 55289.8101 40542.9097 55248.8101 your plan includes strategies for providing feedback to learners about their performance from a variety of sources (e.g. self, peer, instructor, and outside evaluators) 1 your plan 4 55290.8101 40542.9097 55248.8101 your plan includes a statement illustrating how your plan for assessment at the course level is integrated with your course, program, and college plans for assessing learning 1 your plan 7 55257.8009 40542.9097 55248.8101 your plan includes an explanation of how it addresses the needs and preparedness of learners 1 your plan 8 55292.8009 40542.9097 55270.8101 your performance assessment task (PAT) identifies the targeted outcome(s) [competency, core ability, program, or general education] 1 your performance assessment task (PAT) 1 55293.8009 40542.9097 55270.8101 your PAT fulfills the conditions described by the performance standards for the target outcome(s) 1 your (PAT) 2 55294.8009 40542.9097 55270.8101 your PAT requires the learner to produce an artifact (product) that is assessed according to the criteria or indicators for the target outcome(s) 1 your (PAT) 3 55295.8009 40542.9097 55270.8101 your PAT identifies evaluators (self, peer, instructor, outside evaluator) 1 your (PAT) 4 55301.8009 40542.9097 55272.8101 your test items meet the criteria on the checklist for true/false, matching, multiple choice, short answer, or essay as they apply 1 your test items 4 59379.4675 40542.9097 59378.4675 your grading system identifies weight and significance of each assessment used in the course 1 your grading system 2 59380.4675 40542.9097 59378.4675 your grading system incorporates one or more assessment tasks 1 your grading system 5 59382.4675 40542.9097 59378.4675 your grading system provides a detailed written rationale to be given to learners at the beginning of the course to help them understand how grades will be determined 1 your grading system 6 59383.4675 40542.9097 59378.4675 your grading system is compatible with your college's grading policy 1 your grading system 8 59394.4675 40542.9097 55270.8101 your PAT includes a scoring guide (rubric or checklist) with criteria, ratings, and rating scale 1 your (PAT) 7 59395.4675 40542.9097 55270.8101 scoring guide criteria describe the desired qualities or attributes of the artifact (product) 1 performance assessment task (PAT) 8 62148.0787 40542.9097 59378.4675 your grading system credentials (documents) learner performance of pre-determined learning outcomes, not seat time 1 1 62149.0787 40542.9097 59378.4675 your grading system lays out a plan for keeping records of learner achievement throughout the course 1 your grading system 7 62150.0787 40542.9097 59378.4675 your grading system includes provisions for learners to retest if they do not meet minimal performance expectations on an assessment 1 your grading system 4 62151.0787 40542.9097 59378.4675 your grading system requires learners to meet minimum standards for each required competency and/or other learning outcome (does not permit averaging) 1 your grading system 3 62156.0787 40542.9097 55270.8101 your PAT provides clear directions for the learner 1 your (PAT) 5 62157.0787 40542.9097 55270.8101 your PAT includes a prompt or scenario if needed 1 your (PAT) 6 62159.0787 40542.9097 59386.4675 your performance assessment task (PAT) identifies the targeted outcome(s) [competency, core ability, program, or general education] 1 1 62160.0787 40542.9097 59386.4675 your PAT fulfills the conditions described by the performance standards for the target outcome(s) 1 your (PAT) 2 62161.0787 40542.9097 59386.4675 your PAT requires the learner to demonstrate a skill or process while being observed and assessed according to the criteria or indicators for the target outcome(s) 1 your (PAT) 3 62162.0787 40542.9097 59386.4675 your PAT identifies evaluators (self, peer, instructor, outside evaluator) 1 your (PAT) 4 62163.0787 40542.9097 59386.4675 your PAT provides clear directions for the learners 1 your (PAT) 5 62164.0787 40542.9097 59386.4675 your PAT includes a prompt or scenario if needed 1 your (PAT) 6 62165.0787 40542.9097 59386.4675 your PAT includes a scoring guide (rubric or checklist) with criteria, ratings, and rating scale 1 your (PAT) 7 62166.0787 40542.9097 59386.4675 scoring guide criteria describe the desired qualities or attributes of the performance 1 performance assessment task (PAT) 8 62170.0787 40542.9097 55272.8101 your test consists of at least ten items, including three different types of test items (e.g. essay, multiple choice, matching, short answer, true/false, etc.) 1 your test 3 62171.0787 40542.9097 55272.8101 your test items are consistent with the levels of knowledge represented in the learning objectives and/or the target learning outcomes 1 your test 5 62172.0787 40542.9097 55272.8101 you describe how you will use the test results to provide feedback to learners 0 you 8 62187.0787 40542.9097 55276.8101 your analysis shows patterns of learner performance on the assessment 1 your analysis 2 62188.0787 40542.9097 55276.8101 your analysis diagnoses possible causes for high frequency of learner failure to meet specific criteria or correctly answer specific items 1 your analysis 3 62189.0787 40542.9097 55276.8101 your analysis proposes revision of specific components of the assessment task or revision of specific test items with a high failure frequency 1 your analysis 4 62190.0787 40542.9097 55276.8101 your analysis proposes strategies for improving teaching and learning of the target learning outcomes 1 your analysis 5 62191.0787 40542.9097 55276.8101 your analysis evaluates the alignment between the assessment and the target learning outcomes [competency, core ability, program, or general education] 1 1 62193.0787 40542.9097 55248.8101 your plan includes a statement describing the feasibility of your assessment plan 1 your plan 9 62195.0787 40542.9097 62194.0787 your summary describes your approach to assessment at the course level 1 your summary 1 62196.0787 40542.9097 62194.0787 your summary outlines your assumptions and beliefs about assessment 1 your summary 2 62197.0787 40542.9097 62194.0787 your summary illustrates how your assessment plan (developed in competency A1) aligns with your approach and assumptions 1 your summary 3 62198.0787 40542.9097 62194.0787 your summary includes a discussion of how your approach, assumptions, and beliefs align with at least three current performance-based research or best practice references 1 your summary 5 62199.0787 40542.9097 62194.0787 your summary critiques how your approach, assumptions, and beliefs align with your college's assessment plan and/or policies 1 your summary 4 62200.0787 40542.9097 62194.0787 your summary provides bibliographic citations for each of the three performance-based research or best practice references 1 your summary 6 62349.8553 40542.9097 62345.8553 you write an annotation (brief explanation) for each item in your list of assessments 0 you 1 62351.8553 40542.9097 62345.8553 your list of assessments incorporates a variety of assessment tools (e.g. project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) 1 2 62352.8553 40542.9097 62345.8553 each annotation designates the target learning outcomes [competency, core ability, program, or general education] 1 3 62354.8553 40542.9097 62345.8553 each annotation identifies the type of assessment tool you will use (e.g. project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) that you intend to use 1 4 62356.8553 40542.9097 62345.8553 each annotation notes how the assessment requires learners to apply what they have learned 1 each annotation 5 62357.8553 40542.9097 62345.8553 each annotation includes a brief description of the opportunities learners will have to learn and practice prior to the assessment 1 each annotation 6 62358.8553 40542.9097 62345.8553 each annotation identifies who will evaluate learner performance 1 each annotation 7 62359.8553 40542.9097 62345.8553 each annotation explains how learners will receive feedback on their performance and the opportunities they will have for improving performance that does not meet minimum standards 1 8 62360.8553 40542.9097 62345.8553 each annotation presents a brief evaluation of the assessment's validity, reliability, and fairness 1 9 62363.8553 40542.9097 62345.8553 your Annotated List of Assessments is added to your Assessment Plan 1 10 62364.8553 40542.9097 59378.4675 your grading system is added to your Assessment Plan 1 your grading system 9 62579.6342 40542.9097 55248.8101 your plan evaluates the assessment opportunities and constraints in your learning environment (e.g. class size, delivery mode, availability of technology and/or equipment) 1 1 62580.6342 40542.9097 55248.8101 your plan includes provision of opportunities for learners to improve their performance 1 your plan 5 62581.6342 40542.9097 55272.8101 your test is valid, measuring the intended skills, knowledge, or attitudes described by the targeted learning outcomes 1 2 62583.6342 40542.9097 55272.8101 your test includes a list of targeted learning outcomes [competency, core ability, program, or general education] 1 1 62585.6342 40542.9097 55272.8101 your test includes a scale and a checklist or key for grading 1 your test 6 62586.6342 40542.9097 55272.8101 your test includes clear directions for the learner 1 your test 7 73463.1562 40542.9097 73534.4143 your CATs are learning centered, focusing primarily on improving learning rather than on teaching 0 you 1 73464.1562 40542.9097 73534.4143 your CATs are mutually beneficial to learners and teacher, involving learners in the process of improving their learning 0 you 2 73465.1562 40542.9097 73534.4143 your CATs are designed to improve learning, not to provide evidence grading 0 you 3 73466.1562 40542.9097 73534.4143 your CATs are customized for a specific discipline and learning environment 0 you 4 73467.1562 40542.9097 73534.4143 your CATs are quick and easy to administer 0 you 5 73468.1562 40542.9097 73534.4143 your collection of CATs includes at least two CATs that assesses course related knowledge and skills (e.g. recall and understanding, analysis and critical thinking, synthesis and creative thinking, problem-solving, application, or performance) 0 you 6 73469.1562 40542.9097 73534.4143 your collection of CATs includes at least one CAT that assesses learner attitudes, values, and self awareness 0 you 7 73470.1562 40542.9097 73534.4143 your collection of CATs includes at least one CAT that assesses learner reactions to the learning experience 0 you 8 73471.1562 40542.9097 73534.4143 your annotations describe the following for each CAT in your collection: an example of a typical learning outcome for which it might be used, what it assesses (i.e. knowledge and skill, attitudes, or reactions), how the results could help learners and the instructor improve learning 0 you 9 73472.1562 40542.9097 73534.4143 your evaluation of the results of a CAT includes a critique of the CAT according to the first five criteria for this competency, a summary of the results, recommendations for the improvement of learning, and a description of how you shared the results with the learners 0 you 10 [ProgramOutcomes] 62578.6342 40542.9097 Assess learning outcomes. 1 [ScoringCriteria] 73471.4143 40542.9097 73469.4143 your plan evaluates the assessment opportunities and constraints in your learning environment (e.g. class size, delivery mode, availability of technology and/or equipment) met not met 1 1. 73472.4143 40542.9097 73469.4143 your plan describes how you will communicate the learning outcomes targeted by the assessments to learners at the beginning of the learning experience met not met 2 2. 73473.4143 40542.9097 73469.4143 your plan explains steps you will take to make assessment valid, reliable, fair and "learner friendly" met not met 3 3. 73474.4143 40542.9097 73469.4143 your plan includes strategies for providing feedback to learners about their performance from a variety of sources (e.g. self, peer, instructor, and outside evaluators) met not met 4 4. 73475.4143 40542.9097 73469.4143 your plan includes provision of opportunities for learners to improve their performance met not met 5 5. 73476.4143 40542.9097 73469.4143 your plan includes a summary of how you will incorporate the use of a variety of formative (continuing improvement) and summative (accountability/graded) assessment tools (e.g. CAT, project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) met not met 6 6. 73477.4143 40542.9097 73469.4143 your plan includes a statement illustrating how your plan for assessment at the course level is integrated with your course, program, and college plans for assessing learning met not met 7 7. 73478.4143 40542.9097 73469.4143 your plan includes an explanation of how it addresses the needs and preparedness of learners met not met 8 8. 73479.4143 40542.9097 73469.4143 your plan includes a statement describing the feasibility of your assessment plan met not met 9 9. 73480.4143 40542.9097 73469.4143 you write an annotation (brief explanation) for each item in your list of assessments met not met 10 10. 73481.4143 40542.9097 73469.4143 your list of assessments incorporates a variety of assessment tools (e.g. project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) met not met 11 11. 73482.4143 40542.9097 73469.4143 each annotation designates the target learning outcomes [competency, core ability, program, or general education] met not met 12 12. 73483.4143 40542.9097 73469.4143 each annotation identifies the type of assessment tool you will use (e.g. project, interview, experiment, report, presentation, portfolio, question/answer test, demonstration) that you intend to use met not met 13 13. 73484.4143 40542.9097 73469.4143 each annotation notes how the assessment requires learners to apply what they have learned met not met 14 14. 73485.4143 40542.9097 73469.4143 each annotation includes a brief description of the opportunities learners will have to learn and practice prior to the assessment met not met 15 15. 73486.4143 40542.9097 73469.4143 each annotation identifies who will evaluate learner performance met not met 16 16. 73487.4143 40542.9097 73469.4143 each annotation explains how learners will receive feedback on their performance and the opportunities they will have for improving performance that does not meet minimum standards met not met 17 17. 73488.4143 40542.9097 73469.4143 each annotation presents a brief evaluation of the assessment's validity, reliability, and fairness met not met 18 18. 73490.4143 40542.9097 73469.4143 your grading system credentials (documents) learner performance of pre-determined learning outcomes, not seat time met not met 19 19. 73491.4143 40542.9097 73469.4143 your grading system identifies weight and significance of each assessment used in the course met not met 20 20. 73492.4143 40542.9097 73469.4143 your grading system requires learners to meet minimum standards for each required competency and/or other learning outcome (does not permit averaging) met not met 21 21. 73493.4143 40542.9097 73469.4143 your grading system includes provisions for learners to retest if they do not meet minimal performance expectations on an assessment met not met 22 22. 73494.4143 40542.9097 73469.4143 your grading system incorporates one or more assessment tasks met not met 23 23. 73495.4143 40542.9097 73469.4143 your grading system provides a detailed written rationale to be given to learners at the beginning of the course to help them understand how grades will be determined met not met 24 24. 73496.4143 40542.9097 73469.4143 your grading system lays out a plan for keeping records of learner achievement throughout the course met not met 25 25. 73497.4143 40542.9097 73469.4143 your grading system is compatible with your college's grading policy met not met 26 26. 73507.4143 40542.9097 73506.4143 your performance assessment task (PAT) identifies the targeted outcome(s) [competency, core ability, program, or general education] met not met 1 1. 73508.4143 40542.9097 73506.4143 your PAT fulfills the conditions described by the performance standards for the target outcome(s) met not met 2 2. 73509.4143 40542.9097 73506.4143 your PAT requires the learner to produce an artifact (product) that is assessed according to the criteria or indicators for the target outcome(s) met not met 3 3. 73510.4143 40542.9097 73506.4143 your PAT identifies evaluators (self, peer, instructor, outside evaluator) met not met 4 4. 73511.4143 40542.9097 73506.4143 your PAT provides clear directions for the learner met not met 5 5. 73512.4143 40542.9097 73506.4143 your PAT includes a prompt or scenario if needed met not met 6 6. 73513.4143 40542.9097 73506.4143 your PAT includes a scoring guide (rubric or checklist) with criteria, ratings, and rating scale met not met 7 7. 73514.4143 40542.9097 73506.4143 scoring guide criteria describe the desired qualities or attributes of the artifact (product) met not met 8 8. 73525.4143 40542.9097 73524.4143 your performance assessment task (PAT) identifies the targeted outcome(s) [competency, core ability, program, or general education] met not met 1 1. 73526.4143 40542.9097 73524.4143 your PAT fulfills the conditions described by the performance standards for the target outcome(s) met not met 2 2. 73527.4143 40542.9097 73524.4143 your PAT requires the learner to demonstrate a skill or process while being observed and assessed according to the criteria or indicators for the target outcome(s) met not met 3 3. 73528.4143 40542.9097 73524.4143 your PAT identifies evaluators (self, peer, instructor, outside evaluator) met not met 4 4. 73529.4143 40542.9097 73524.4143 your PAT provides clear directions for the learners met not met 5 5. 73530.4143 40542.9097 73524.4143 your PAT includes a prompt or scenario if needed met not met 6 6. 73531.4143 40542.9097 73524.4143 your PAT includes a scoring guide (rubric or checklist) with criteria, ratings, and rating scale met not met 7 7. 73532.4143 40542.9097 73524.4143 scoring guide criteria describe the desired qualities or attributes of the performance met not met 8 8. 74983.7129 40542.9097 74982.7129 your analysis evaluates the alignment between the assessment and the target learning outcomes [competency, core ability, program, or general education] present not present 1 1. 74984.7129 40542.9097 74982.7129 your analysis shows patterns of learner performance on the assessment present not present 2 2. 74985.7129 40542.9097 74982.7129 your analysis diagnoses possible causes for high frequency of learner failure to meet specific criteria or correctly answer specific items present not present 3 3. 74986.7129 40542.9097 74982.7129 your analysis proposes revision of specific components of the assessment task or revision of specific test items with a high failure frequency present not present 4 4. 73489.1562 40542.9097 73469.4143 1. Demonstrate critical thinking met not met 27 27. 73490.1562 40542.9097 73469.4143 3. Communicate effectively met not met 28 28. 73491.1562 40542.9097 73469.4143 6. Apply learning met not met 29 29. 73492.1562 40542.9097 73506.4143 1. Demonstrate critical thinking met not met 9 9. 73493.1562 40542.9097 73506.4143 3. Communicate effectively met not met 10 10. 73494.1562 40542.9097 73506.4143 6. Apply learning met not met 11 11. 73495.1562 40542.9097 73506.4143 5. Work cooperatively met not met 12 12. 73497.1562 40542.9097 73524.4143 1. Demonstrate critical thinking met not met 9 9. 73498.1562 40542.9097 73524.4143 3. Communicate effectively met not met 10 10. 73499.1562 40542.9097 73524.4143 5. Work cooperatively met not met 11 11. 73500.1562 40542.9097 73524.4143 6. Apply learning met not met 12 12. 74969.3773 40542.9097 74954.3773 your test includes a list of targeted learning outcomes [competency, core ability, program, or general education] yes no 1 1. 74970.3773 40542.9097 74954.3773 your test is valid, measuring the intended skills, knowledge, or attitudes described by the targeted learning outcomes yes no 2 2. 74971.3773 40542.9097 74954.3773 your test consists of at least ten items, including three different types of test items (e.g. essay, multiple choice, matching, short answer, true/false, etc.) yes no 3 3. 74972.3773 40542.9097 74954.3773 your test items meet the criteria on the checklist for true/false, matching, multiple choice, short answer, or essay as they apply yes no 4 4. 74973.3773 40542.9097 74954.3773 your test items are consistent with the levels of knowledge represented in the learning objectives and/or the target learning outcomes yes no 5 5. 74987.7129 40542.9097 74982.7129 your analysis proposes strategies for improving teaching and learning of the target learning outcomes present not present 5 5. 74988.7129 40542.9097 74982.7129 Demonstrate critical thinking present not present 6 6. 74989.7129 40542.9097 74982.7129 Communicate effectively present not present 7 7. 74990.7129 40542.9097 74982.7129 Apply learning present not present 8 8. 74974.3773 40542.9097 74954.3773 your test includes a scale and a checklist or key for grading yes no 6 6. 74975.3773 40542.9097 74954.3773 your test includes clear directions for the learner yes no 7 7. 74976.3773 40542.9097 74954.3773 you describe how you will use the test results to provide feedback to learners yes no 8 8. 74978.3773 40542.9097 74954.3773 Demonstrate critical thinking yes no 9 9. 74979.3773 40542.9097 74954.3773 Communicate effectively yes no 10 10. 74980.3773 40542.9097 74954.3773 Work cooperatively yes no 11 11. 74981.3773 40542.9097 74954.3773 Apply learning yes no 12 12. 74967.7129 40542.9097 74966.7129 your CATs are learning centered, focusing primarily on improving learning rather than on teaching yes no 1 1. 74968.7129 40542.9097 74966.7129 your CATs are mutually beneficial to learners and teacher, involving learners in the process of improving their learning yes no 2 2. 74969.7129 40542.9097 74966.7129 your CATs are designed to improve learning, not to provide evidence grading yes no 3 3. 74970.7129 40542.9097 74966.7129 your CATs are customized for a specific discipline and learning environment yes no 4 4. 74971.7129 40542.9097 74966.7129 your CATs are quick and easy to administer yes no 5 5. 74972.7129 40542.9097 74966.7129 your collection of CATs includes at least two CATs that assesses course related knowledge and skills (e.g. recall and understanding, analysis and critical thinking, synthesis and creative thinking, problem-solving, application, or performance) yes no 6 6. 74973.7129 40542.9097 74966.7129 your collection of CATs includes at least one CAT that assesses learner attitudes, values, and self awareness yes no 7 7. 74974.7129 40542.9097 74966.7129 your collection of CATs includes at least one CAT that assesses learner reactions to the learning experience yes no 8 8. 74975.7129 40542.9097 74966.7129 your annotations describe the following for each CAT in your collection: an example of a typical learning outcome for which it might be used, what it assesses (i.e. knowledge and skill, attitudes, or reactions), how the results could help learners and the instructor improve learning yes no 9 9. 74976.7129 40542.9097 74966.7129 your evaluation of the results of a CAT includes a critique of the CAT according to the first five criteria for this competency, a summary of the results, recommendations for the improvement of learning, and a description of how you shared the results with the learners yes no 10 10. 74977.7129 40542.9097 74966.7129 Demonstrate critical thinking yes no 11 11. 74978.7129 40542.9097 74966.7129 Communicate effectively yes no 12 12. 74979.7129 40542.9097 74966.7129 Work cooperatively yes no 13 13. 74980.7129 40542.9097 74966.7129 Apply learning yes no 14 14. 75042.3414 40542.9097 75041.3414 your analysis evaluates the alignment between the assessment and the target learning outcomes [competency, core ability, program, or general education] complete not complete 1 1. 75043.3414 40542.9097 75041.3414 your analysis shows patterns of learner performance on the assessment complete not complete 2 2. 75044.3414 40542.9097 75041.3414 your analysis diagnoses possible causes for high frequency of learner failure to meet specific criteria or correctly answer specific items complete not complete 3 3. 75045.3414 40542.9097 75041.3414 your analysis proposes revision of specific components of the assessment task or revision of specific test items with a high failure frequency complete not complete 4 4. 75046.3414 40542.9097 75041.3414 your analysis proposes strategies for improving teaching and learning of the target learning outcomes complete not complete 5 5. 75047.3414 40542.9097 75041.3414 Demonstrate critical thinking complete not complete 6 6. 75048.3414 40542.9097 75041.3414 Communicate effectively complete not complete 7 7. 75049.3414 40542.9097 75041.3414 Apply learning complete not complete 8 8. [ScoringGuides] 73469.4143 40542.9097 73248.0451 Assessment Plan Scoring Guide Checklist met not met 1 A 73506.4143 40542.9097 73504.4143 Assessment Task- Product Scoring Guide Checklist met not met 1 A 73524.4143 40542.9097 73523.4143 Performance Task - Skill or Process Scoring Guide Checklist met not met 1 A 74954.3773 40542.9097 74953.3773 Test Questions Checklist Checklist yes no 1 A 74966.7129 40542.9097 74965.7129 Classroom Assessment Techniques Checklist yes no 1 A 74982.7129 40542.9097 74981.7129 Philosophy of Assessment Checklist present not present 1 A 75041.3414 40542.9097 75040.3414 Evaluating Assessment Results Checklist Checklist complete not complete 1 A [Syllabi] 75050.3414 40542.9097 Bonnie Smith School: bonnie.smith@gotoltc.edu; Home: bjsmith@pitnet.net 920.756.3015 Education Evaluation--#54 0 5/20/2003 8 a.m. - 4 p.m. Tuesday - Thursday真CrLf真WELLS FARGO CONFERENCE ROOM Leaning Central Lakeshore Technical College 1290 N. Avenue Cleveland, WI 53015 920.693.1654 920.693.8515 Call or email me at home or school. Your course grade will be determined using a point accumulation system. Points will be awarded on the following basis:真CrLf真真CrLf真See Portfolio Contents checklist. 1 A [Tasks] 59469.4675 40542.9097 59468.4675 Develop a plan for assessing student learning. 1 59470.4675 40542.9097 59468.4675 Develop a grading system to communicate and report learner performance. 2 59471.4675 40542.9097 59468.4675 Summarize your philosophy of assessment. 3 59472.4675 40542.9097 59468.4675 Design performance assessment tasks with scoring guides that assess products/artifacts. 4 59473.4675 40542.9097 59468.4675 Design performance assessment tasks with scoring guides that assess skills/processes. 5 59474.4675 40542.9097 59468.4675 Construct question and answer tests. 6 59475.4675 40542.9097 59468.4675 Employ a variety of classroom assessment techniques. 7 59476.4675 40542.9097 59468.4675 Use assessment results to improve the teaching and learning process. 8 [TypesOfInstruction] 45471.5925 40542.9097 Instruction 30 60 2 1 [Units] 55245.8101 40542.9097 Planning for Assessment 1 A. 55246.8101 40542.9097 Developing Assessment Tools 2 B. 55247.8101 40542.9097 Using Assessment for Continuous Improvement 3 C.