LearningObjectivesandClassroomAssessmentJeffFroyd,TexasA&MUniversityWorkshopPresenterJeffFroyd,DirectorofAcademicDevelopmentEducationalAchievementDivision,CollegeofEngineering,TexasA&MUniversityProjectDirector,FoundationCoalitionAcknowledgementRussPimmel,NSFProgramOfficerFormerProfessorofElectricalEngineeringattheUniversityofAlabamaAssembledmuchofthematerialforsimilarworkshopsObjectives:ParticipantswillgainexperienceinDescribingtherationaleforpreparingandusinglearningobjectivesinanindividualcoursePreparingspecificationsforhighqualitylearningobjectivesWritinglearningobjectivesforasinglecoursePreparingspecificationsforassessmentprocesses/toolsGeneratingalternativeassessmentprocesses/toolsforasinglecourseSelectingassessmentprocesses/toolsforasinglecourseAgendaBackgroundforlearningobjectivesSpecificationsforlearningobjectivesWritinglearningobjectivesBackgroundforclassroomassessmentSpecificationsforassessmentprocesses/toolsBackgroundonalternativesforassessmentprocesses/toolsGeneratingalternativesforassessmentprocesses/toolsSelectingassessmentprocesses/toolsReviewworkshopactivitiesAgendaBackgroundforlearningobjectivesSpecificationsforlearningobjectivesRequirementsforspecificationsTeamexercise:developspecificationsforlearningobjectivesWorkshopexercise:improvespecificationsforlearningobjectivesWritinglearningobjectivesIndividualexercise:writeobjectivesforacourseoraportionofacourseTeamexercise:reviewindividualobjectivesWorkshopexercise:developalistofsuggestionsforwritinglearningobjectivesIndividualexercises:reviseobjectivesTeamexercise:reviewindividualobjectivesWorkshopexercise:reflectionAgendaBackgroundforclassroomassessmentSpecificationsforassessmentprocesses/toolsTeamexercise:developasetofspecificationsforassessmentprocesses/toolsWorkshopexercise:improvesetsofspecificationsforassessmentprocesses/toolsGeneratingalternativesforassessmentprocesses/toolsTeamexercise:selectsomelearningobjectivesandgeneratealternativeassessmentprocesses/toolsBackgroundonalternativesforassessmentprocesses/toolsSelectingassessmentprocesses/toolsIndividualexercise:selectasetoflearningobjectivesandgeneratealternativeassessmentprocesses/toolsIndividualexercise:selectoneormoreassessmentprocesses/toolsthatyouwoulduseinyourcourseTeamexercise:shareandreviewchoicesofassessmentprocesses/toolsReviewworkshopactivitiesLearningObjectivesBackgroundforLearningObjectivesSessionObjective:Attheendofthesession,participantswilldescribethemselvesasmoreconfidentintheirabilitytoholdproductiveconversationswiththeircolleaguesregardingtheplaceandimportanceoflearningobjectivesintheteaching-learningprocessStakeholdersforLearningObjectivesWhoarethestakeholdersinconversationsaboutpreparingandapplyinglearningobjectives?FacultyStudentsEmployersAccreditationorganizationsECProgramOutcomes(a)anabilitytoapplyknowledgeofmathematics,science,andengineering(b)anabilitytodesignandconductexperiments,aswellastoanalyzeandinterpretdata(c)anabilitytodesignasystem,component,orprocesstomeetdesiredneeds(d)anabilitytofunctiononmulti-disciplinaryteams(e)anabilitytoidentify,formulate,andsolveengineeringproblems(f)anunderstandingofprofessionalandethicalresponsibility(g)anabilitytocommunicateeffectively(h)thebroadeducationnecessarytounderstandtheimpactofengineeringsolutionsinaglobalandsocietalcontext(i)arecognitionoftheneedfor,andanabilitytoengageinlife-longlearning(j)aknowledgeofcontemporaryissues(k)anabilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryforengineeringpractice.Bloom’sTaxonomyofCognitiveLearningKnowledge:defines,recalls,matches,reproducesComprehension:explains,givesexamplesApplication:discovering,assessing,computingAnalysis:breakingdown,organizing,inferringSynthesis:creating,puttingtogetherEvaluation:appraising,judging,selectingWesternMichiganUniversity,25October2002,Kalamazoo,MichiganPurposeofLearningObjectives

CommunicateexpectationsforacourseProvideacontextforwhatwillbelearned/libraries/projects/tlr/importance.htmlObjectivesandStudentsObjectiveshelpstudents

ClarifytheirpersonalgoalsProvideframeworkformeasuringtheirsuccess.ReducetheiranxietyImprovetheirstudyingeffectivenessObjectiveshelpinstructorsGuidepreparationofclassroommaterialMakehomeworkassignmentsAidintestdesignSource-/libraries/projects/tlr/importance.htmlStrategiesForWorkshopTeamsBepositive,supportive,andcooperativeLimitcriticalornegativecommentsAtleast5positivecommentsforeverynegativecommentBebriefandconciseindiscussionsAvoidlengthycomments,stories,orargumentsStayfocusedTeamRolesAssignteamroles&followthroughonresponsibilitiesCoordinator--Coordinatesdiscussion&developsconsensusRecorder--Writesdowntheideas&reportsthemGatekeeper--KeepstheteamonthesubjectTimer--MakessuretheteamstaysonscheduleWithsmallerteams–combinegatekeeper&timerWorkshopTeamRolesForfirstexerciseCoordinator–IndividualwithlargestclasslastsemesterRecorder/Reporter–IndividualonleftofcoordinatorGatekeeper/timer--IndividualonleftofrecorderTimer--IndividualonleftofgatekeeperRolesrotateclockwiseonsubsequentexerciseTeamExerciseFormteamsoffourpeopleTime:5minutesDevelopatleastfour(4)advantagesandfour(4)disadvantagesofpreparinglearningobjectivesforacourse.TeamExerciseAdvantagesCommunicationwithstudentsexpectationsandwhattheyneedtolearnOffersfocusinpreparingmaterialtoaccomplishgoalsEvaluationtoolTieacoursetoprogramorcurriculumClarifyinggoalstostudentsseeksbuy-inandself-assessmentABETAssessmenttoolStatinggoalsfacilitatescommunicateswithcolleaguesforbettercoordinationWrittengoalsfacilitatescommunicationswithemployersandotherexternalgroupsMakescourseeasiertotransferamongfacultymembersbecausemuchworkisalreadydoneDisadvantagesCouldbetoonarroworfocusedExplicitlystatinglearningobjectivestakes(too?)muchtimeBusyworkforfacultyCouldturnintocurriculumnightmarePoorlywrittenobjectivesdon’thelpCouldbecumbersome,ambiguousCouldbemoredifficulttomeasureLearningObjectivesPreparingSpecificationsforLearningObjectivesSessionObjectivesAttheendofthesession,participantswillWritespecificationsforlearningobjectivesDescribethemselvesasmoreconfidentintheirabilitytodescribequalitylearningobjectives.FormofLearningObjectivesWriteobjectivesasstudentoutcomestatementsObjectivesshouldanswerthequestions"Whatmuststudentsdotoprovethattheyhavesucceeded?""Whatshouldstudentsbeabletodoasaconsequenceofinstruction?"Source-/libraries/projects/tlr/importance.htmlElementsofanObjectiveObjectivemustcontainthreebasicelements:VerbdescribinganobservableactionConditionsofthisaction“Whengivenxyouwillbeableto..."LevelofacceptableperformanceSource-/libraries/projects/tlr/importance.htmlVerbsforObjectivesVerbsforconstructingconcreteobjectives:

analyze compute classify collaborate compare appreciate contrast define demonstrate direct derive designate discuss display evaluate know identify infer integrate interpret justify list understand organize grasp report respond solicit state synthesize name explainModifiedfrom/Administration/Sheridan_Center/pubs/syllabus.html#couraLearningObjectivesVerbsforCategoriesinBloom’sTaxonomyKnowledge

Define,describe,list,reproduce,enumerateComprehensionClassify,explain,discuss,giveexample,summarizeApplicationDetermine,develop,compute,chart,utilizeAnalysisCorrelate,diagram,distinguish,outline,inferEvaluationCompare&contrast,critique,justify,concludeSynthesisAdapt,combine,compare,contrast,design,generateComplexVersusSimpleObjectivesOnecomplexobjectiveversusseveralsimpleones?High-levelversuslow-levelobjectivesExampleOnecomplexobjective(4or5weeksofclasses)“Givenaverbaldescriptionofadigitalmodule,developanimplementationusinganyof7differentlogicdevices”15to20simplerobjectives(1or2perclass)“Givenaverbaldescription,drawthetruthtable”“Givenatruthtable,obtainaminimum-costequation”…“DrawthetheNAND-gateimplementationforanequation”ComparisonOfComplex&SimpleObjectivesMultiplesimpleobjectivesMoremanageable“chunks”forstudentsExplicitobjective(s)foreachclassSimple(moremanageable)homeworkproblemsandtestquestionsSinglecomplexobjectiveStudent'sattentiondirectedtotheoverallprocessMayleadtohigherlevellearningStudentsmustdealwithcomplexityStudentsmustsubdivideproblemontheirownAdvantagesOfSimpleObjectivesAdvantagesofsimpleobjectivesaremoreimportantinLargeclassesratherthansmallclassesIntroductorycoursesratherthanadvancedcoursesHowToDealWith“Understand”InObjectivesHowdoyouwriteobjectiveswhenyouwantstudentsto“understand”acomplexconcept,system,orprocessIdentifyspecifictasksthatindicate“understanding”SpecifyobjectivesforeachtaskSimilarcommentsapplyto“know”,“appreciate”,“value”HowToDealWith“Understand”InObjectives--ExampleInourcomputerarchitecturecoursewewantstudentsto“understand”asamplearchitecturemadeupofseveralmodulesWhatwouldstudentsbeabletodoifthey“understood”O(jiān)bjectives–Studentsshouldbeabletoidentify:AllthemodulesandinterconnectingsignalsModulesinvolvedinagivensystem-leveloperationOutputvaluesforagiveninputvaluesforeachmoduleSub-modulechangesgivenasystemlevelchange…WritingObjectives–PiecemealApproachWritinglow-levelobjectivesforawholecoursemaybeoverwhelmingUsea“piecemeal”approachWriteyourlecturesanddefinethehomeworkasusualAftereachclass--writedownwhatyouexpectthestudentstobeabletodoThesebecomealistofobjectivesGivethemtothestudentsbeforeeachexamUsethemtowritetheexamAssemesterprogresses--maybecomecomfortablewritingtheobjectivesbeforeyouprepareyourlectureEvolvingObjectivesIna3-creditsemestercourseRussPimmel(UA,nowNSF)startedwithover100objectivesFourofferingslater--downtoabout50Eliminatedperipheral“stuff”thatwasnotcentralBroadening,informational,perspectivematerialObjectivesandHomeworkAssignmentsHomeworkassignmentsshouldmatchobjectivesStudentsneedtopracticeandexploretheskills,knowledge,andattitudesdefinedinobjectivesFrequentlyrequiresupplementaryhomeworkproblemsInsomeofmycourses1/3ofhomeworkisfromtextbookRestaresupplementaryproblemsWithwelldefinedobjectivesWritinghomeworkproblemsisstraightforwardSameistrueforexamquestionsStudent’sUseOfObjectivesSurveyin400-levelrequiredcourseDidyoufindtheobjectiveshelpful?Yes52%No48%Didyoureadtheobjectives?Frequently22%Occasionally--37%Never41%TeamExercise--GuidelinesForLearningObjectivesTaskWrite3or5guidelinesforgoodlearningobjectivesWhatarethecommonfeatures?Whatshouldobjectiveslooklike?ThinkofguidelinesasspecificationsMethodologyBrainstormindividually--2minutesEstablishconsensusasateam--5minutesReportteamresults--3minutesReviseguidelinesasateam--2minutesTeamExerciseMustbetestableandmeasurableAchievableClearlyandpreciselyarticulatedAppropriatetocourseandaudienceRelatetoprogramobjectivesLinkedtocourseoutcomestoallowforassessmentSimple,onesentence,commonformatSimplebetterthancomplexShouldbespecificandunambiguousRelatetotopiccoverageLearningObjectivesPreparingLearningObjectivesSessionObjectivesAttheendofthesession,participantswillWritelearningobjectivesforoneormorecoursesthattheyteachDescribethemselvesasmoreconfidentintheirabilitytodescribequalitylearningobjectives.ECProgramOutcomes(a)anabilitytoapplyknowledgeofmathematics,science,andengineering(b)anabilitytodesignandconductexperiments,aswellastoanalyzeandinterpretdata(c)anabilitytodesignasystem,component,orprocesstomeetdesiredneeds(d)anabilitytofunctiononmulti-disciplinaryteams(e)anabilitytoidentify,formulate,andsolveengineeringproblems(f)anunderstandingofprofessionalandethicalresponsibility(g)anabilitytocommunicateeffectively(h)thebroadeducationnecessarytounderstandtheimpactofengineeringsolutionsinaglobalandsocietalcontext(i)arecognitionoftheneedfor,andanabilitytoengageinlife-longlearning(j)aknowledgeofcontemporaryissues(k)anabilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryforengineeringpractice.Bloom’sTaxonomyofCognitiveLearningKnowledge:defines,recalls,matches,reproducesComprehension:explains,givesexamplesApplication:discovering,assessing,computingAnalysis:breakingdown,organizing,inferringSynthesis:creating,puttingtogetherEvaluation:appraising,judging,selectingWesternMichiganUniversity,25October2002,Kalamazoo,MichiganChallengesinEngineeringEducationChallengesChallengeoflifelonglearningChallengeofproblemsolvingChallengeofengineeringdesignChallengeoftransferLASSISCALEENGR111(Mean)CVEN349(Mean)Significance*SkillComponentInformationProcessing60.6860.290.930TestStrategies64.3363.270.794SelectingMainIdeas55.1859.290.342WillComponentAnxiety60.5267.120.147Attitude42.4734.560.080Motivation63.3059.290.397Self-regulationComponentConcentration61.3154.560.144Self-testing52.4737.920.006StudyAids60.2445.040.005TimeManagement55.2347.650.134“Althoughthedatasuggestaslightupwardupwardtrend,thetrendprovednottobestatisticallysignificantbaseduponananalysisofvariance(ANOVA).Thusthecross-sectionalstudydidnotfindevidenceofanincreaseinreadinessforself-directedlearning,evenforstudentsinthelatersemesterswhoaretakingelectivecoursesandtheircapstonecourses.”Litzinger,T.,Wise,J.,Lee,S.,andBjorklund,S.(2003)AssessingReadinessforSelf-directedLearning,Proceedings,ASEEAnnualConferenceLifelongLearningatPennStateSelf-DirectedLearningReadinessSurvey(SDLRS),Guglielmino&Associates,/prod01.htm,March2003.27ChallengeofProblemSolving“Despiteindividualprofessors’dedicationandeffortstodevelopproblemsolvingskill,“generalproblemsolvingskill”wasnotdevelopedinthefouryearsinourundergraduateprogram.Studentsgraduatedshowingthesameinabilitythattheyhadwhentheystartedtheprogram.Somecouldnotcreatehypotheses;somemisreadproblemstatements.Duringthefour-yearundergraduateengineeringprogramstudied,1974-1978,thestudentshadworkedover3000homeworkproblems,theyhadobservedabout1000samplesolutionsbeingworkedontheboardbyeithertheteacherorbypeers,andtheyhadworkedmanyopen-endedproblems.Inotherwords,theyshowednoimprovementinproblemsolvingskillsdespitethebestintentionsoftheirinstructors.”Woods,D.etal(1997)“DevelopingProblemSolvingSkills:TheMcMasterProblemSolvingProgram,”JournalofEngineeringEducation,ChallengeofProblemSolvingIneffectiveapproach#1.givethestudentsopen-endedproblemstosolve;This,wenowsee,isineffectivebecausethestudentsgetlittlefeedbackabouttheprocesssteps,theytendtoreinforcebadhabits,theydonotknowwhatprocessestheyshouldbeusingandtheyresorttotryingtocollectsamplesolutionsandmatchpastmemorizedsamplesolutionstonewproblemsituations.ChallengeofProblemSolvingIneffectiveapproach#2:ShowthemhowyousolveproblemsbyworkingmanyproblemsontheboardandhandingoutmanysamplesolutionsThis,wenowsee,isineffectivebecauseteachersknowtoomuch.Teachersdemonstrate"exercisesolving".Teachersdonotmakemistakes;theydonotstruggletofigureoutwhattheproblemreallyis.Theyworkforwards;notbackwardsfromthegoal.Theydonotdemonstratethe"problemsolving"process;theydemonstratethe"exercisesolving"process.Iftheydiddemonstrate"problemsolving"withallitsmistakesandtrials,thestudentswouldbrandtheteacherasincompetent.Weknow;wetried!ChallengeofProblemSolvingIneffectiveapproach#3:HavestudentssolveproblemsontheboardDifferentstudentsusedifferentapproachestosolvingproblems;whatworksforonewon'tworkforothers.Whenweusedthismethodasaresearchtool,thestudentsreported"welearnednothingtohelpussolveproblemsbywatchingJim,SueandBradsolvethoseproblems!"

ChallengeofProblemSolvingThroughfourresearchprojectsweidentifiedwhyandhowtheseandotherteachingmethodsfailedtodevelopprocessskillsandwhichmethodsweresuccessfulindevelopingtheskillsWoods,D.R.,J.D.Wright,T.W.Hoffman,R.K.SwartmanandI.D.Doig(1975)"TeachingProblemSolvingSkills,"AnnalsofEngineeringEducation,1,1,238-243.Woods,D.R.etal.(1979)"MajorChallengestoTeachingProblemSolving"AnnalsofEngineeringEducation,70,No.3p.277to284,1979and"56ChallengestoTeachingProblemSolving"CHEM13Newsno.155(1985).Woods,D.R.(1993a)"Problemsolving-wherearewenow?"J.CollegeScienceTeaching,22,312-314.Woods,D.R.(1993b)"Problemsolving-whatdoesn'tseemtowork,"J.CollegeScienceTeaching,23,57-58.Woods,D.R.(1993c)"NewApproachesfordevelopingproblemsolvingskills,"J.CollegeScienceTeaching,23,157-158.ChallengeofEngineeringDesignTheliteratureisfilledwithpositivecommentsfromstudents,instructors,andindustrialsponsorswhohaveparticipatedincapstonedesigncourses.Thevastmajorityofparticipantsfeelthatthecoursebenefitedallinvolved.Thenatureofcapstonedesigncourses,however,oftenleadstoapurelysubjectiveevaluationwithlittleorno“hardevidence”ofactualbenefits.Born,forexample,doesnotattempttoprovethevalueofseniorleveldesigncourses.Hesimplystatesthatheisconvincedfromhisexperiencesthatsuchcoursesarevaluable.Othereducatorshavesimilar“feelings”astotherelativecostsandbenefitsofcapstonedesigncourses.Dutson,A.J.,Todd,R.H.,Magleby,S.P.,Sorensen,C.D.,(1997)“AReviewofLiteratureonTeachingEngineeringDesignThroughProject-OrientedCapstoneCourses.”JournalofEngineeringEducationChallengeofTransferResearchesposedthisproblemtopeople."Supposeyouareadoctorfacedwithapatientwhohasamalignanttumorinhisstomach.Itisimpossibletooperateonthepatient,butunlessthetumorisdestroyedthepatientwilldie.Thereisakindofraythatcanbeusedtodestroythetumor.Iftheraysreachthetumorallatonceatasufficientlyhighintensity,thetumorwillbedestroyed.Unfortunately,atthisintensitythehealthytissuethattherayspassthroughonthewaytothetumorwillalsobedestroyed.Atlowerintensitiestheraysareharmlesstohealthytissue,buttheywillnotaffectthetumoreither.Whattypeofproceduremightbeusedtodestroythetumorwiththerays,andatthesametimeavoiddestroyingthehealthtissue?"ChallengeofTransferConsiderthefollowingstory"Asmallcountrywasruledfromastrongfortressbyadictator.Thefortresswassituatedinthemiddleofthecountry,surroundedbyfarmsandvillages.Manyroadsledtothefortressthroughthecountryside.Arebelgeneralvowedtocapturethefortress.Thegeneralknewthatanattackbyhisentirearmywouldcapturethefortress.Hegatheredhisarmyattheheadofoneoftheroads,readytolaunchafull-scaledirectattack.However,thegeneralthenlearnedthatthedictatorhadplantedminesoneachoftheroads.Theminesweresetsothatsmallbodiesofmencouldpassoverthemsafely,sincethedictatorneedtomovehistroopsandworkerstoandfromthefortress.However,anylargeforcewoulddetonatethemines.Notonlywouldthisblowuptheroad,butitwouldalsodestroymanyneighboringvillages.Itthereforeseemedimpossibletocapturethefortress.However,thegeneraldevisedasimpleplan.Hedividedhisarmyintosmallgroupsanddispatchedeachgrouptotheheadofadifferentroad.Whenallwasreadyhegavethesignalandeachgroupmarcheddownadifferentroad.Eachgroupcontinueddownitroadtothefortressatthesametime.Inthisway,thegeneralcapturedthefortressandoverthrewthedictator."ChallengeofTransferAfterthesubjectsreadandsummarizedthisstory,theywereaskedtosolvethetumorproblemundertheguiseofaseparateexperiment.Giventheclearanalogy,youmightthinkthatperformancewouldbenearceiling.Surprisingly,only30%ofthesubjectsofferedaconvergencesolution.Moreover,whenthesesamesubjectsweregiventhesuggestionthattheyshouldusetheGeneralstory,80%providedaconvergencesolution.ThisfindingdemonstratesthathalfthesubjectscouldapplytheGeneralstorytothetumorproblemwhentheywereinstructedtobutdidnotdosoontheirown.FocusingActivity(8minutes)INDIVIDUALLY–use3minutestowriteyourdescriptionoflearning,whatitis,whatitlookslike,howyoumightrecognizewhenithasoccurred,etc.ASAPAIR–use5minutestodiscussdescriptionswithsomeonesittingnexttoyou.Ifyouhaveadditionaltime,developaconsensusdescriptionoflearning.FocusingActivity??IndividualExercise--WritingLearningObjectivesIndividuallywriteasetofobjectivesforatopicrepresentingafewclassesSomethingthatyourecentlydidinclassFollowyourteam’sguidelinesQuestionstoconsideraboutyourobjectivesDotheydefinestudentbehavior?Aretheyobservable,measurable?Canyouwritehomework&examproblems?Aretheyconsistentwiththeinstructor’sintent?Time:15minutesTeamExercise

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ReviewingLearningObjectivesRevieweachother’sobjectivesQuestionstoconsiderinreviewingobjectivesDotheyfollowyourteam’sguidelinesDotheydefinestudentbehavior?Aretheyobservable,measurable?Canyouwritehomeworkproblems&examquestions?Aretheyconsistentwiththeinstructor’sintent?15minutesIndividualExercise--

RevisingYourLearningObjectivesRewriteyourlearningobjectivesbasedonyourteam’sreviewReportonbiggestimprovement10minutesBiggestImprovementPutquantifiablegoalsthatstudentswouldachieveClarifymyobjectivesClassifylearningobjectivestogofrombasictospecificMakeadifferentlevelofobjectivesfromwholecoursetochaptertoeachlectureMakefewhigherlevelobjectivetoorganizemultiplelowerlevelobjectivestosupportIdentifymorecomplexgoalsandseparateintosimplercomponentsforteachingcommunicationsImproveclarityMakemoreunderstandabletothestudentUseproperverbiagetoclarifyMinutePaperWriteaone-sentenceanswertothefollowingquestion:Whatisthe“muddiestpoint”aboutlearningobjectives?(Whatisthemostconfusingpoint?)MuddiestPointHowtoincorporatethosethatrelatetoattitudeandenthusiasmforlifelonglearningWhydowespendtimewritingthingsthatwedoandwedobest?Answertomyquestionaboutthelevelandnumberoflearningobjectivesthatareappropriateforpublicationinmysyllabus.Arethere“intermediate”notpublishedobjectives?HowtorelateagivenobjectivetoBloom’sTaxonomylevel,andhowimportantisittodoso?WaysofmeasuringeachlearningobjectiveHowmanyobjectivesshouldbeused–levelofdetail–thenhowdowepracticallymeasurethem?“Beingbrief”vs.“Beingpreciseandaccurate”BeingabletolinkobjectivestolargerprogramoutcomesorgoalsOrganizingsubjectmattertoachievelearningobjectivesTeamExercise--ReflectiononLearningObjectivesAssumethatyouareadebateteamWritethesinglebestproandconargumentsforthestatement “Usinglearningobjectivesimprovesstudentleaning.”ClassroomAssessmentFeedbackonLearningObjectives??AgendaBackgroundforclassroomassessmentSpecificationsforassessmentprocesses/toolsTeamexercise:developasetofspecificationsforassessmentprocesses/toolsWorkshopexercise:improvesetsofspecificationsforassessmentprocesses/toolsGeneratingalternativesforassessmentprocesses/toolsTeamexercises:selectsomelearningobjectivesandgeneratealternativeassessmentprocesses/toolsBackgroundonalternativesforassessmentprocesses/toolsSelectingassessmentprocesses/toolsIndividualexercise:selectasetoflearningobjectivesandgeneratealternativeassessmentprocesses/toolsIndividualexercise:selectoneormoreassessmentprocesses/toolsthatyouwoulduseinyourcourseTeamexercise:shareandreviewchoicesofassessmentprocesses/toolsReviewworkshopactivitiesClassroomAssessmentBackgroundforClassroomAssessmentSessionObjective:Attheendofthesession,participantswilldescribethemselvesasmoreconfidentintheirabilitytoholdproductiveconversationswiththeircolleaguesregardingtheplaceandimportanceofassessmentinstrumentsandprocessesintheteaching-learningprocessPre-AssessmentExerciseClassroomAssessmentIndividual

Writeaone-sentenceanswertothefollowingquestion:“Whatcanyoudointhelastfewminutesofclasstodeterminehowwellyourclasslearnedwhatyoutaughtthatday?”ClassroomAssessmentAtendofsession,participantswillbeableto:DefineseveralclassroomassessmenttoolsDiscusstheimportanceofusingclassroomtoolsintheteaching-learningprocessWriteassessmenttoolsfortheirclassesResourcesontheWeb/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.htm/~deder/assess/catmain.htmlTypesOfAssessmentAssessment UsedinmanycontextsUsedforseveraldifferentfociClassroomTeacherfocus:concernsyourperformanceStudentfocus:concernstheirindividualperformancesProgramAlumni(asagroup)focus:ABETCriterion2Graduates(asagroup)focus:ABETCriterion3Individualgraduatefocus:Comprehensiveex