LTE 598: SLN #64536
Improving Teaching Through Assessment
May 22 - May 26, 2000; 9:00 a.m. - 12:00 p.m.
Social Sciences Building, Room 211
Faculty
Patricia Green, Director
University Evaluation and Testing
Agriculture Building, Room 281
965-9291
Office Hours: 1:00-2:00 MTWThF
patricia.green@asu.edu |
Duane Roen, Interim Director
Center for Learning and Teaching Excellence
Computing Commons, Room 335
965-9401
Office Hours: 1:00-2:00 MTWThF
duane.roen@asu.edu |
Description
Although this week won’t afford us time to work with all fifty classroom assessment techniques in Thomas Angelo and Patricia Cross’s Classroom Assessment Techniques: A Handbook for College Teachers, workshop participants will practice using some of them. By the end of the week, members of the group will possess a growing repertoire of strategies for assessing the effectiveness of teaching and the level of your students’ learning. We will also talk about planning your courses and identifying skills and knowledge that you want students to display by the end of the term.
Course Objectives
By the end of the course, participants will have redesigned a module from a course they are planning to teach. The redesigned course component should reflect effective assessment practices. Participants will be able to:
- articulate objectives for modules within their course, as well as overall goals for their course,
- use classroom assessment techniques that provide feedback about progress toward those objectives, and
- design tests and assignments that are clear and consistent with their objectives.
Required Text
Angelo, Thomas A., and Patricia K. Cross. Classroom Assessment Techniques: A
Handbook for College Teachers. 2nd ed. San Francisco: Jossey-Bass, 1993.
Schedule
Note: We hope that we are able to reach all of you by e-mail to ask you to read Chapter 1 before coming to class on Monday. Also bring to class a syllabus for a course that you plan to teach this summer or in the fall.
Monday, May 22: Planning a Course
Before class: Read Chapter 1.
Bring to class a syllabus for one of your summer or fall courses.
In class:
We’ll discuss Chapter 1.
We’ll complete and discuss "Teaching Goals Inventory and Self-Scorable Worksheet" on pages 393-397. Discuss Chapter 2, which explains the inventory.
We’ll also write general goals for your course; write detailed objectives for one unit; list some classroom activities for reaching those goals and objectives.
After class: Read chapters 3, 4, 5 (background reading).
Tuesday, May 23: Assessment to Engage Students
In class:
Focusing on one example from Chapter 5, we’ll discuss strategies for constructing full classroom assessment cycles. We’ll also include strategies for assessment in distance- learning contexts.
In the second half of class, we’ll practice using several activities from Chapter 7.
After class: Read Chapter 7.
Wednesday, May 24: Classroom Assessment andStudent Assessment, Part I
In class:
During the first part of class, we will explore issues in student assessment. Cody Ding (Associate Director of the University Testing Service) will spend an hour talking about constructing valid and reliable tests. We will also discuss the use of rubrics for constructing and grading writing assignments.
In the second half of the morning, we’ll practice more classroom assessment techniques using activities from Chapter 8.
After class: Read Chapter 8. Pick one of your tests or written assignments to bring to class on Thursday for analysis and discussion.
Thursday, May 25: Classroom Assessment and Student Assessment, Part II
In class:
In the first hour, we’ll practice classroom assessment techniques using activities from Chapter 9. In the last two hours, we will ask you to analyze the test or written assignment that you’ve brought to class. We will also consider ways to revise the test items or assignment.
After class: Read Chapter 9.
Friday, May 26: Scholarship of Teaching and Learning/Presentations
In class:
We’ll ask you to complete course evaluations.
During the first hour or so, we’ll ask you to show the class—in ten minutes—how you’ve begun to develop assessment strategies for your summer or fall course. Try to show examples for the whole course, a unit, and a single lesson.
Pat will briefly share assessment data from surveys of first-year students, graduating students, and alumni. These data focus on perceptions of what students learn at ASU.
Duane will talk about the scholarship of teaching and learning—and how that scholarship can be represented in a teaching portfolio.
We’ll also talk about ways that we can continue working as a group during the 2000-2001 academic year.
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