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Helping Your Students Demonstrate Learning

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Helping Your Students Demonstrate Learning

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Before we get started, let's review the basics of the 4 Assessment Groups.

Multiple Pathways for Assessment - examples of faculty on campus that are using innovative assessment techniques to determine student learning in the course.

Real-World Assessment - examples of faculty on campus that are using real-world assessment techniques to determine student learning in the course.

Diversity and Equity Assessment - examples of faculty on campus that are using social justice platforms for assessment techniques to determine student learning in the course.

Learning Recognition Assessment - examples of faculty on campus that are using prior- experience as an assessment techniques to determine student learning in the course.

Other - examples of ideas that are not necessarily being practiced but can be shared.

Each working group has specific tasks that help you determine how best to assess student learning.  This is based on clear definitions of each group's focus.

For more information on Innovative Assessment, see https://online.suny.edu/innovativeassessments/

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Innovative Assessments for Student Learning – A SUNY Showcase

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Activity - Providing Innovative Assessment

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Activity - Providing Innovative Assessment

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In addition to the more formal assessments, there are also other ways in which you and your students can present course assignments that are engaging.

How will you assess the new learning strategy through meta-analysis?

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Wrapping up your innovative assessment idea

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Wrapping up your innovative assessment idea

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Share how your innovative assessment will increase student learning.  How will you assess the new learning strategy, by what method?

Some items to think about when sharing our your innovative assessment:

Subject

Example Of Use

Additional Attachments (Doc or Rubric)

Recommended Number of Students

Time Requirements - approximate

Do you have any additional links to resources or research that supports this assessment strategy?

Is there any additional research around classroom assessment strategies that you would like to share?

Click the + at the bottom of this column and share your ideas for innovative assessment.

After you share your innovative assessment, share your idea on the SUNY Innovative Assessment Showcase form!

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If you have not made an account with Padlet, please be sure to also post your name.

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Welcome to the 'Helping Your Students Demonstrate Learning' - A FACT2 Innovative Assessment 4-wk challenge!

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Welcome to the 'Helping Your Students Demonstrate Learning' - A FACT2 Innovative Assessment 4-wk challenge!

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All of our materials are here in Padlet, or accessible as links from this Padlet.  If you need tips for using Padlet, please see the video below (scroll down, click the video and then click the square in the bottom right to expand it). Remember that you can expand posts to make them easier to read by hovering over a post and clicking on the three dots in the upper right of the post.

There are 2-3 topics or activities to complete each week. Posts that are highlighted as activities next to the weekly challenge include activities that you need to respond to.  Many of the activities are to change your syllabus, assignment, or course assessment.

By the end of this 4-week workshop, you should have a plan for your assessment of learning goals for your students, activities and discussions, the flow of the assessment, and how your assessment will help your students reflect on their learning experience.

Please ask any general questions you have, anytime, by posting them in the Water Cooler column (scroll all the way to the right).

Let's start with quick introductions and then move one column to the right to review the Challenege, and then to the columns labeled Week 1 to start working.

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We want you to have a workable plan for your Innovative Assessment by the end of this 4-wk Challenge. You may not have all the details in place, but you should have at least a blueprint for your assessment plan that you can continue to refine.

Consider your idea and which course you plan to 'innovate' for student assessment. Think about ideas in existing syllabi, assignments, or courses. What can you change and why make that change?

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Now that you have ideas, let’s return to the ideas that you started working on last week.

#1 – Consider the big picture of your course
#2 – Include low-stakes and high-stakes assignments
#3 – Plan how to incorporate technology into the course
#4 – Make small changes in your teaching to led to greater student learning

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Design Considerations - How Will Students Demonstrate Learning?

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Design Considerations - How Will Students Demonstrate Learning?

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Remembering the pedagogical flow for student learning, we now need to look at Student Learning Outcomes (SLOs) and how this changes your syllabus.

The Taxonomies of Learning diagram below was developed by the Bok Center for Teaching and Learning at Harvard University. Your main assessment strategies should focus on the upper levels: Applying, Creating, Evaluating, Analyzing.

Think about how your SLOs may change or how your syllabus may change.

Do the students have the academic background that you thought they would?

Have you allocated enough time for major assignments and projects?

Did you include enough time in class for you to present the key concepts and to provide time for students to engage in active learning activities?

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Padlet  is a tool for sharing and collaborating. Click anywhere in this column to be able to scroll down the column.  To expand posts, which may make them easier to read on a computer screen, hover over the upper right corner of the post and click on the three vertical dots that appear.

To start a new post, click on the "+" sign at the bottom of the column.  While you are writing a post, click on the three dots that appear in the bottom of the post  to see how you can augment the post with photos, voice, and video.

You do not need to have a Padlet account to use it, however, if you are not logged in, please be sure to add your name to your posts so we know who you are - otherwise you will be listed as anonymous.

If you need more help, visit the Padlet support center at https://padlet.com/support

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I will be your 4-wk Challenge Facilitator.  I have been an Assessment Fellow at SUNY Nassay CC for the past 5 years. I look forward to sharing my experiences with you.  We will be collaborating on creating wonderful assessment techniques over the next 4 weeks.  I am a STEM faculty member as well as an Instructional Designer.  I have lots of experience to help facilitate and answer your questions for creating assessment ideas that will blend your academic disciplines as well as your creative ideas.  Good luck and I can't wait to begin working with you all!

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Share your ideas for why you want to 'innovate' your assessment.

Share your ideas of how you  want to 'innovate' your assessment.

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Real-world & E-portfolio to assess program outcomes

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Real-world & E-portfolio to assess program outcomes

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I’m most interested in using the real-world and/or e-portfolio technique to assess our program of Global Business.  Currently, we did not have a good tool to assess the program besides multiple-choice questions. However, the MC test is not part of student grading and not a true reflection of students program learning outcomes. I would like to implement the assessment tools through the capstone course in the fall because the course involves an intensive service learning project to allow every student participating the real-world problem solving. I'm not sure if I should include e-portfolio as the same time. Hope I can work with someone to implement the techniques in the fall.

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I'm interested in assessing the Global Business program learning outcomes. We have five learning outcomes: 1. Functional Knowledge in Business; 2. Understanding of Ethics and Corporate Social Responsibility; 3. Critical Thinking and Problem Solving Skills; 4.Communication Skills; 5. Awareness and Knowledge of a Global Business Environment. I would like to use real-world assessment for the program assessment. We have a service learning project in the capstone that integrates all those elements through a business consulting project. However i'm not sure if we will need to use multiple real-world course projects to assess the program outcome. I am also interested in using E-portfolio assessment. It seems to be a holistic way to reflect students learning outcomes throughout the program. I would like to learn the more details for implementation.

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As I am most interested in using E-Portfolio to assess our program learning outcomes. I'm thinking of the following questions for implementation:
1. When to start the assessment with the students: I assume that every student should start working on their portfolio once they enroll into the major.
2. How to introduce the assessment tool to the students: Shall we introduce the tool through an in-class or out-class activity?
3. How often shall the instructors evaluate students' portfolios?
4. Which platform will allow students to access their ePortfolio after their graduation?
5. How to evaluate the final e-portfolio? Shall it be done by a panel of faculty?
6. How to report the final e-portfolio assessment result for accreditation purpose?
Thank you for support!