Assessing



[[image:purplepin.png]]Assessing Student Learning
Assessment of/for student learning can range from informal assessments of whether students are "getting it" (such as observing a well-informed, articulate discussion of a topic or noticing that students' eyes have glazed over in class), to formal assessments of student learning that contribute to their grades in the course. In summary, assessment can be; · **Formative assessment ** provides diagnostic feedback to students and teachers at short-term intervals (e.g., during a class or on a weekly basis) · **Summative assessment ** provides a description of students' level of attainment upon completion of an activity, module, or course · **Evaluative assessment ** provides teachers with curricular feedback (e.g., the value of a field trip or oral presentation technique) · **Educative assessment ** integrated within learning activities themselves builds student insight and understandings about their own learning and teaching. In short, assessment IS a form of learning.  At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of student progress.

Case studies Drill and practice Short answer essay Project or problem-based activities || Web-enhanced materials supplementing classroom lectures Hybrid course with cognitive content on the web Multimedia simulations of challenging and key concepts || Project based for higher cognitive skills Multiple choice or short essay questions Case Studies || Self-reflective writing in a journal Practice tutorials designed for student success || Face-to-face meetings Motivational videos Streaming audio explanations and encouragement Interactive video, web casts, conference calls || Self-assessment using check-list Pre/post attitude survey related to course content Retention/success in course || Arranging sequences of an activity in correct order || Face-to-face demonstrations Demonstration videos Pictures with audio and text explanations Interactive video demonstrations || Performance of skill matches set standard as observed by an instructor or designee || Analyzing video models and identifying correct from incorrect performance || Face-to-face small group coaching and feedback sessions Check lists, examples, videos and other cognitive support material presented online || Team, instructor and self assessment measures Analysis of video taped student performance of desired interpersonal skill ||
 * **Learning Domain** || **Activities** || **Delivery Considerations** || **Assessment** ||
 * Cognitive || Self-check quizzes
 * Affective || Goal setting
 * Psycho-motor || Practice of desired skill with feedback
 * Interpersonal || Structured team projects with debriefing

Use a matrix of your goals and assessment strategies to make sure that your assessments are aligned with your goals.
 * Group 1...... || Group 2...... || Group 3...... || Group 4...... || Group 5...... ||

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