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So with that, I'm going to go ahead and record to the cloud.
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So we are off and running.
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Okay, so joining us today. You heard introductions from john myself and Brennan and Debi unfortunately is unable to be with us today.
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So Debbie, we have her email address there and she's one of the instructional designer she's fabulous colleagues and we recommend, john and i certainly recommend working with her she's got a lot of ideas.
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And also has past teaching experience with science sciences biology I think she said specifically.
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I'm. Um, so to kick things off before we get into the nitty gritty of the session we just wanted to do kind of a mind emotional centering activity.
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And this is just kind of acknowledge that we're all coming with different experiences and different you know things going on in our lives before we start the session.
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So, what I wanted to ask today is which picture best represents how you feel about fall quarter.
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And
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when you're ready you can share in chat.
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But we'll take some, some time to think about that and then as you're comfortable, you don't have to share but we'd love to, you know, be able to support you to
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I can relate to Grumpy Cat.
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Yes, lots of pieces that need to come together for fall. I definitely feel that I can relate.
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Thanks Brennan.
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I was looking forward to working with you in person.
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Yeah, I think there is still some uncertainty to about what fall will be like. So thank you all for sharing.
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You know I feel like I can relate to everything that each of you have shared and I think in some ways, maybe, all of us can relate to each other in this way so really appreciate that and
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move into our actual session which is about assessment.
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So, our session overview, is what is assessment, so we'll have you share.
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You know what what you think of when you hear assessment, but also we'll talk about some definitions and things like that.
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And we'll discuss formative versus summative traditional and, and authentic and I guess that whole, whole realm of traditional authentic making things authentic and meaningful for students will touch on rubrics and feedback and of course as questions
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come up.
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Feel free to put them in chat. I'll do my best to follow chat but my colleagues are also here so that we have enough people on hand to help you know respond to make sure your questions get answered but.
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And since this is recorded and you may not feel comfortable asking on camera you can also save your questions till the end q amp a time to.
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Okay, so what is assessment. And what I'd like to start with is giving you some time to think about what what you think of when you hear the word assessment, and
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as you're comfortable. Maybe I'd encourage you to share in the chat, what kinds of things come to mind when you think of the word assessment,
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maybe how you define it, or other keywords topics related to.
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deadlines Yes, I heard at a presentation, I went to someone called the best by due dates. so kind of like your jug of milk, it's your best by date, rather than a deadline date.
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I thought that was really interesting I still haven't worked out in my head.
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How that works in practice,
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where they are in a course Yep,
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knowledge, skills, attitudes, evidence of learning. Yeah.
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Yeah, those are all things that assessment.
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Certainly touches on.
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So let's go into the definition. According to the National Council of measurement in education, assessment is any systematic method of attaining information for tests and other sources used to draw inferences about characteristics of people objects and
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or programs.
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It's a process, designed to systematically measure evaluate the characteristics, or performance of individuals programs other entities purposes we're driving differences sometimes he is synonymous with test, but we know assessment in practice
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is a lot more than a test.
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But it is a process we use it to measure and we use it to evaluate and we're hoping that through these slides and through this presentation.
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You'll come away with some different ideas of what you might do in the classroom, but
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also maybe reinforce things that you already know about assessment assessment as well.
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I have my notes on a different computer presentation.
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So as we look more closely at assessment and what it means.
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There's some, some key ideas that we want to keep in mind. The first one is, it's a key factor in motivation for students that means that you know it's meaningful relatable they can understand how it helps them, or can see the value behind doing that activity.
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And we also need to keep in mind that assessments need to be inclusive.
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So, what we're talking about there's that needs to be accessible that examples are inclusive.
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So they're not, you know, showing stereotypes in a, in a bad light, you know, stereotypes are bad, but, you know, you're not showing constant pictures of like women doing housework, or a person of color in a service position that you're using examples
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and burying your examples and images for a variety of types of people to be included in your course.
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We're also talking about giving students, different ways to express themselves and share their knowledge, so if it's a final project does it have to always be a paper.
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Can it be a video can it be an infographic can it be a video discussion.
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So, so you want to certainly reflect on yourself and keep in mind, those kinds of things.
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It's also important to link your assessments to your learning outcomes, because those are the things that you use to determine whether or not students have met the goals of the course.
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And so, if, if your tests and your projects and your activities don't line up with your learning outcomes How are your students going to know that they've done what you expect them to do in the, in the course.
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So let's look at a few different ways to categorize and even defined assessments more deeply.
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And this is, I think, a very common or more familiar way to divvy up assessments, which are between formative assessments and summative assistance.
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In terms of the differences between them, a formative is more you're forming the learning so assessment for learning.
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It's usually continuous tends to be informal, it might be through observation sometimes versus, you know with knowledge check test each time or quiz, sometimes it might be having people summarize or maybe demonstrate to what extent they know something.
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At that time, a summative tends to be of learning. So show me everything that you've done it's very, it tends to be more formal, it tends to be done a little less often than formative assessment so like a midterm or a final or a final project that kind
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of brings everything that they've learned together into one final demonstration.
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Let's see. So, All right.
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So what I'd like you to do now, is if it would encourage you to maybe type.
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Some examples of each type of assessment maybe ones that you use or that you've seen, and then you can use an F to market as a formative assessment and S for summative, and sometimes they overlap.
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If you have questions about some of the things that that we share in chat here we can talk about those morning q amp a time as well.
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And I'm sorry, this seems a little disjointed because, because I'm giving this presentation on behalf of.
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It was expecting the interactivity.
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We're rolling with it.
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And honestly, some types of assessments that you might use might fall into both categories to
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some of the methods like an exit ticket is great for formative yes weekly quizzes.
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Yeah, especially if they can pick multiple times and they can see you know growth in progress.
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Welcome to repeatable quizzes midterm final exam, final projects, these are all great
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presentations.
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APA style results sections of statistic assignments I that feels very specific
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to paper. Yeah.
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I think discussions, whether they be written or video could possibly fall into both, depending on on when you use it, a portfolio.
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Personal Manifesto.
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These are great.
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Thank you for sharing.
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So another way to look at assessment is that can be categorized as traditional and authentic.
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And so we're going to look at some of the differences and similarities between those two types of assessments maybe talk through some examples of how you might need use those with your students as well.
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So let's go to the next slide.
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So I'm pretty sure on the left side is the traditional on the right side is authentic.
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So traditional assessments tend to measure the knowledge acquisition. You might have a priority on somebody outcomes or product
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promotes what knowledge.
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It might give you a one time snapshot of student learning, you might be looking for a specific type of response.
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Authentic is more focused on then the enhancing of development of meaningful skills. Skills they might take to the workplace with them.
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prioritize it is the priority on learning sequence or the process of learning promotes the how of knowledge and exam, it's maybe more of an examination of learning over time
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and performing a test and wonder if I have the slides mixed up.
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We'll find out.
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So what do traditional Assessment Center look like they look most like exams or quizzes, what am I, what am I giving this, or why, why are we testing students.
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What is this paper demonstrate or what our students going to demonstrate as part of this paper is it disposable is it going to be something more when you're.
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So I think what this slide is meant to do is if you're going to do those types of traditional assessments, you might want to ask yourself, those questions on the slide.
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John Robertson: But I had a quick comment about the, the question on the paper.
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Karen Park: Yes.
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John Robertson: I have to ask confess some responsibility for that particular question.
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I think in general is that asking question about why you're doing something or what value it is but I wanted to focus on the disposable question for a second, simply because so many of the things that we, we, and this is kind of more authentic but it's
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also can be traditional papers too.
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So what should we do is kind of designed to be written by the student read by the professor and consigned to the dustbin of history.
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Very quickly thereafter, or at least after you've held on to for the retention period.
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I think that one of the things that was really an interesting challenge was thinking about how to write non disposable assignments.
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And part of that is either.
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Creating assignments that students are involved in personally that the reflective in some way.
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And therefore that has meaning for them that they kind of take with them, or that is in some kind of context where it's contributing something to society more generally or to context, more generally, so that the the assignment of the work that everybody's
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putting into it has, has some value outside of the classroom.
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There's a whole conversation about what that looks like everything else I just wanted to explain with kind of a, the idea of non disposable assignments, because it may not be familiar to everybody.
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Karen Park: Thanks John.
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Yeah, I'm going to skip that slide.
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So some examples of authentic assessment might be doing Problem Based Learning case studies, like the Lego case study that we heard her colleague use excited about different types of projects maybe role play.
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Maybe
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I was in a civics course once and we had to do a jury trial.
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And we had, we all had pipes and we were assigned roles to play, and we had to go through a case and pretend to be our role. So, that's a great example of problem based learning.
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Discussion Boards, you know discussion boards, it probably depends on you know the prompts that you're giving your students.
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In terms of getting really robust discussion because sometimes written discussion, it can feel like you're pulling. And so if you're looking for how to make your prompts, maybe a bit more fluid in that regard.
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Feel free to, you know, talk with us and we can give you some ideas of how to, how to make that more meaningful.
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So it's not just like, Great job, or, I agree.
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Journalism reflection metacognition assignments can be great for authentic assessment because that connects students with their own personal experiences values, what they're going through.
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And you could easily introduce that through like an introductory like how do you feel coming into this course, as well as you know how are you feeling now that you've taken the course and what have you learned in having that be a reflection process.
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portfolios are great because those can collect pieces of evidence that students can then turn into a body of work to show future employers so that helps it become a tangible meaningful thing that continues to be useful for them.
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Interview interviews, you know, practicing interviews video interviews.
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Doing peer review and assessment that way so connecting your students to each other with providing feedback to each other.
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Some other ideas that you might want to investigate further or think about our mastery of learning. So focusing on a mastery level of a skill.
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Maybe un-grading we had a presentation about un-grading in spring quarter and we can share that video.
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And that's mostly focused on the feedback.
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And the process of giving feedback in that cycle of growth versus getting a letter grade now here at SPU we do have to assign their grades because that's how better works.
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So if you want to, if you're interested in doing something with un-grading, we might want to talk about how that works out before trying it.
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And then of course student agency. So, this is the introduction of choice that students have into what's happening.
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So for example, if you have a presentation, maybe students pick the topic and but they're also picking the tools that they use. and they're also picking what they turn in.
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So you might say I want a portfolio.
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But, how they make their portfolio, could be very prescriptive, or it could be very open in terms of what they choose as pieces to represent, and what they choose to make.
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Let's see.
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So let's move on into rubrics, what and why.
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And I have to admit, just to share this, think about rubrics, an article with our team just before this, and it's got me thinking about rubrics, a bit more deeply.
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But for instructors rubrics are, they're helping you standardize your evaluation, because they're setting the criteria.
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It's managing your grading process because there's a really cool box you can check in Canvas that says, As you complete your rubric apply this grade to the great book for you.
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I showed it to a colleague of mine and they're like, Oh, this is me 30 seconds of creating per student.
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And if you have a lot of students that adds up very quickly.
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For students, it helps clarify the guidelines and expectations for what are you looking for what are you grading on, and it can help them self assess their own work, and whether or not they're creating something that goes with what you're looking for.
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One other thing I forgot to mention for instructors is that you can use the same rubric across all your courses, so you'll, you only have to make your rubric once and then you can reuse it especially if it's for something like a formative assessment style
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rubric where you're not looking for all the specific knowledge steps that happened in in your, in your course. But it's more like did you get the mechanics right.
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Is there clear thought those types of rubrics you can reuse in Canvas and store and you don't have to make a new rubric every single time.
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So that's one of the nice ways that Canvas can help. And there's different styles of rubrics as well. So, this is one example of a rubric in Canvas, where you'll see that you have the criteria and you can set longer descriptions, and then you might have
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a point system for evaluating and then you also have space to leave comments on each specific line.
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You can do a free form comments rubric so you don't have to assign points but just give a general feedback on the criteria.
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You can also do a point value ranges as well. So there's a lot of different ways you can utilize the rubrics and canvas.
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I will say in terms of
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what the article that john said sent to us ahead of time about rubrics, is that it was focused on kind of human ization of rubrics and, and I think rubrics, just on their own.
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Can, can feel less human because it's this checklist and you're just clicking boxes and giving feedback that way. And while I think a rubric is important for the criteria, I think it's also important to remember that as you're giving feedback to your
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students or people you're a person, and so it's important also to, you know, I think of comments, and the type of comment and the type of feedback that you're giving needs to be given with care.
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And, and so I think that, no matter where you're at on you know how you give feedback and whether or not you get points are no points, or if you're un-grading or not for un-grading.
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It's a matter of how we treat each other's peers and how we interact with each other as a community.
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John Robertson: I was going to give time for a quick sidebar?
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Karen Park: Yes.
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John Robertson: So I think without going into the article that I shared One of the interesting things that kind of was one of the background tensions in it is is education transactional or transformative.
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And the answer is, obviously, both.
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But I think the rubrics going to, you know, they can be really helpful to help students understand and have kind of a greater degree of quality in grading, but they also are going to push it in a slightly more towards the I do this, you give me this.
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So it's a slightly more kind of transactional aspect, sometimes to rubrics, even though they can be really helpful,
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but then sometimes with transformative.
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Education is kind of that growth and development of changes like that that's not always something that is predictable or measurable, or standardized at all in any way shape or form and holding those things together, is this there's this.
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There's this balance, not only in terms of what that looks like for the student and what likes it looks like for the course but both for the student and for you as the instructor, that there's a kind of scalability workload sustainability like can you
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survive, trying to be completely transformative uniquely for every person.
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And the answer is no, but maybe you can be.
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You can still be part of the conversation. And similarly, if it was just transactional I don't know if any of us will be in teaching.
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So, Anyway, that was my kind of slight sidebar.
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Kristine Mantey: Can you share the article?
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John Robertson: I kind of
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Kristine Mantey: Or point us in the direction maybe in the q&a. Cause that, ok, so that's part of my assessment thing, I'll just tell you where I'm coming from. A lot of times, I feel like when I post a rubric it becomes transactional immediately because
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I've posted that. And then the questions begin instead of the questions being another teaching opportunity. The questions almost become, how do I make sure I get the very best grade I can possibly get off at this assignment.
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And so,
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yeah. Open that direction are pointing in that direction of other people who have are dealing with that right because now, more people I think are using Canvas and using this rubric type system and things and finding probably that too.
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John Robertson: Um, this is one of those moments where I kind of go do stick with the basic premise of this workshop or if I do it'll go sideways.
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Kristine Mantey: Yeah, I'm sorry., If I did I can put it into the end . John Robertson: this is an example of what we're talking about.
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Sure. Okay, I'm going to. Karen what slide number or we on, can you tell me.
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Kristine Mantey: Twenty-One
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John Robertson: Okay, so I think there were three more slides.
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So I'm going to take three minutes, because I am aware that I also have.
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Okay, sure. Okay, so the the conversation was about a rubric that is used in helping people think about online learning and developing online courses on reviewing online courses, the rubric is called Quality Matters.
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It's an evidence based rubric but there's an evidence based rubric that is intended to be objective
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and focused on the design of course so a lot of the stuff in it is just about, you know, is your is your stuff accessible does, it does does it align with the objectives you sell and under those types of things.
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I think it is a useful tool, as part of a bigger picture. And I'm qualified as a both the user but both as a user of the rubric and as a reviewer for the rubric.
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And I've put I have encouraged my colleagues to go through the kind of initial. We're not Quality Matters as members of this institution, but the initial kind of how to use the rubric is something that I have put my colleagues through or I'm putting them
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through, and that I'm happy and willing to put any faculty member to pay the money to have skill level, putting my faculty member through that is a really good.
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Is this a coherent design way to think about the world.
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It does, however, say absolutely nothing about teaching.
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And it is very and it says, perhaps that doesn't say a lot of about more maybe transformative. So, the response This is running on a kind of a online drone called hybrid pedagogy, and it was like the call to quality matters.
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And I always find stuff hybrid pedagogy says to be really thought provoking and useful.
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I also consistently find it to be something that would like just fundamentally is centered around an instructor in that classroom, and is fundamentally opposed to anything that helps manage your skill instructors in classrooms.
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So I think someone who supports many instructors on tries to help everybody kind of.
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Yeah, it has tensions obviously anyway, I put that in chat, I'm going to stop my because I've taken my three minutes, I'm happy to chat about that at any point later.
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And both take both the blog posts and the critique with an appropriate pinch of salt.
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Karen Park: So I didn't mean to cause such a ruckus
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But it really it really was thought provoking for me in a variety of ways not just about reviewing courses but just thinking about rubrics in general, and their purpose.
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I'm moving off of rubrics, so we can wrap things up and have time for Q&A will touch on the feedback so good feedback should help students know where they where they want to get to where they're currently are.
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How to close that gap between those two states between those two areas. And so this lovely picture of a map of how you get from point A to point B, and how we're getting them closer to that point.
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And I'm not referencing letter grades were saying a and b.
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So some things to think about with your feedback is to be as timely as possible.
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It's got to be meaningful to the student. So, to some degree, it needs to be personalized needs to touch on what that student is saying at the time not kind of that generic maybe the, the feeling of like it's a platitude and they're just saying nice things
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to me. And then it's also, when it's meaningful when it's prompt, it gives time for students to practice practice practice practice. And that's one of the big ideas with the formative assessment is that there should be lots of different ways to demonstrate
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and to grow and get feedback before those summative activities, because if there aren't ample opportunities to get feedback and practice, they're not going to be able to meet those summative learned at summative assessments, and they're not going to be
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able to demonstrate what do you want them to know and do by the end of the course.
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So, all of those things work together
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some feedback tools that that, and this is a very short list, there's lots of different ways to provide feedback, in addition to Canvas.
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But speed grader really is a great tool because it brings everything into one place. Now, I know that speed grader does have limitations. And so there are ways to download, especially paper submissions there are ways to download those papers submissions
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and give, maybe more annotated feedback or different in a different style of feedback, I know somebody who does voice comments with in papers versus like summative voice comments.
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And so they download all the papers in order to give audio comments.
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Within speed grader, you can do annotations but you can't do the voice annotations specifically.
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But you can do written comments, you have a rubric, you can do text comments you can do video or audio, you can also do peer review through Canvas so speed grader is designed to do a lot to help you.
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But there's other tools to like we, we do have TurnitIn there is Flipgrid that can be integrated Flipgrid's really cool because it creates video discussions.
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And so you can you can have people summarize and very short.
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One minute videos or less, you summarize this concept, and then they have to make a video and then it's a wall a video discussions that you can watch.
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It's really cool.
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You might use Panopto and have video feedback or have students do video presentations.
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Canvas also has a video recording feature as well so if in discussions people want to make videos, versus type discussions that's also one way, it's already there and you just select it as a tool in the as your as you're choosing what to do, like if it's
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text insert an image or something like that. You can select panopto or you can record a video from that toolbar.
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If you're looking for other things beyond the short list or what I've talked about let me let one of us know and we can talk through you what you want to do and help you pick the tool, because ultimately with picking a tool, you don't want it to detract
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from that learning experience and feedback experience, because if the tools too hard to use or too difficult to figure out, you're spending all your time troubleshooting.
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It's probably not the best thing to use then, and we want to look at something that is easy to use, easy, low overhead for you to manage, but also something that provides the interactivity, that you're looking for.
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These slides will be posted on our website so there's some links here for some resources to help you think about things and then we also put that link in chat.
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The one specifically I want to point out is the assessments and bias from DePaul
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that talks about why you might want to do stuff like blind grading.
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To reduce assessment bias but one of the ways to reduce assessment bias is also to have just a variety of types of assessment to.
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And so if you have multiple different ways for for students to demonstrate what they know or, or where they're at, then that can also help with the reduction of advice.
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Okay, I think we're at the end.