Final Week - Testing and Evaluation

Well, after 8 weeks, we are entering our final week of Testing and Evaluation.

Most of the items required for the portfolio have been covered to date. A few items are outstanding:


GRASPS

Files for tomorrow's presentation:

Co-evaluation

Peer-Evaluation

LearningTasks

Checklists & Rating Scales (We will skim this powerpoint...so don't be concerned that we have 50 slides :)).

Brief exploration of rubrics ...and if you would like to explore rubrics in more detail, see Kathy Schrock's guide

PowerPoint Notes - Week 7

Powerpoint notes are now available:

Dispositions


Performance Assessmnent

Outcomes and Standards

Today's Class!!

Hi - just a quick note - I will be late for today's class by 1 hour. I have a scheduled appointment (just discovered) that I can't cancel. We will begin at 5:30 today...and end as scheduled - 6:30.

George

Week 6 - M/C, evaluating tests, and so on...

Powerpoint files for this week's lecture are now posted:

Matching Items

Portfolio Rubric

Evaluating Tests

Affective Assessment

Week 5 - Online Presentations

Well, we have officially crossed the half-way mark for the course!!

I haven't received journals from a few of you...if you could please make a habit of submitting them on a weekly basis (by Tuesday), it would be appreciated.

In terms of your portfolio, you can continue working on the items listed last week...and, if you have time, start on #17 and #21.

This week, the course content is online - view these audio presentations (you need your speakers on):

Mastery Learning

Integrating Testing and Teaching

Differentiated Instruction (**Optional - this presentation is optional...but you may find the importance of teaching in differentiated manner to provide some insight into providing varied assessment options for learners - i.e. we can give learners options of completing an essay, a project, or some other option to communicate that they have mastered the key concepts).

Powerpoint files - week 4

This weeks powerpoint files:

Essay Items

Multiple Choice

Short Answer

Outcomes and Standards

Creating a professional portfolio

Reading...Week 4

This week, we will continue exploring different methods of evaluation. Our exploration of true/false items last week will be augmented through this week's exploration of multiple choice, short answer, portfolio, and essay items...as well as a focus on learning outcomes and standards.

Reading: Overview of Key Evaluation Concepts. This file is best viewed as a resource that you can refer to when you are completing items in your own portfolio. It doesn't make for smooth, sit down in one session, type of reading :).

Powerpoint files - week 3

I've posted the powerpoint files from today's lecture:

True-False Items

Good Evaluation

Constructing Tests and Test Items

Week 3: Test Writing

This week, we begin to focus on the specific aspects of writing and creating test questions. The previous several classes have been focused more broadly on the theory or underpinnings of evaluation. The role of Fink's, Wiggins, and Bloom's in assessment will become more apparent this week.

Consider, for example, when writing a test questions such as "describe, name, and recall" require a different level of thought than questions such as "criticize, evaluate, and draw conclusions". Quite often, the first several modules in a course address lower level cognition. As the course continues, we move learners from simple to complex understandings of subject matter, so our emphasis shifts to higher levels of thinking.

This week, we will focus on writing basic test questions...here are a few resources as we get started:

Types of evaluation tools (also includes information on test plans and specification)

Mind map of Bloom's cognitive taxonomy

Mind map of Wiggin's facets of understanding

Mind map of Fink's taxonomy of significant learning

Week 2: powerpoint file

PowerPoint file from our session this week is now available. In the next few days, I will be posting additional readings for our session next week.

Week 2: Getting Started with Evaluation

This week will be exploring purposes and types of test. I've posted an introductory reading introducing some basic principles behind evaluation...as well as Bloom's, Wiggins, and others. The file is here.

Tomorrow (on Tuesday, depending on when you read this), we will start our class by exploring the portfolio to be used as a basis for your work. I've also posted the file on how you will be evaluated in this course....

Testing and Evaluation - Week 1

Welcome to Testing and Evaluation. Over the next eight weeks, we will explore different models for assessing learners. As mentioned in class this week, assessment is a part of the teaching process. We need to recognize the learning that occurs when we provide feedback to learners...or when we guide learners into a point of reflection. Traditional assessment includes essays, testing (multiple choice, T/F), and skill demonstrations. A big focus in this course is the adoption of authentic assessment techniques - assessment that mirrors real life situations and skills.

As educators, we are play a balancing act - ensuring our assessment activities are effective, but recognizing that the time needed is not always available. For example, one on one discussions with learners can result in much more effective assessment of their understanding...but also takes significantly longer than a typical test. As we move through this course, we'll highlight advantages and disadvantages of different techniques, equipping you with a tool set you can use as a guide in balancing competing priorities in your teaching.

Files from our class on Tuesday are available:

Course Outline
Housekeeping/course overview powerpoint
Course concept mind map
Evaluation Overview powerpoint

Week 8; Your Professional Development

I've posted the presentation portion of this week: Professional Development . As educators, we have an opportunity (obligation?) to model the skills and mindsets we are teaching. Professional development is an important aspect of our role. Our ongoing development is critical to the "meta" learning skills we have discussed in this course: self-reflection, creative/critical thinking, deep understanding, varying aspects of learning (Bloom's) and more. While our daily teaching load often prevents time for reflection, periodic review of how we are developing ourselves is vital.

I present three broad areas for consideration in your development:

1. Your subject matter (what you teach)
2. The act of teaching itself (improving your ability to teach)
3. Understanding of tools of teaching (technology)

For your portfolio this week, please detail how you intend plan for your own development.

PowerPOint - Week 7

The PowerPoint file for week 7 is available: Differentiated Instruction

Personalized (differentiated) instruction

This week, we move into concepts of personalized (or differentiate) instruction. Much of what we've covered so far sets the base of adjusting our instruction to meet the needs of each individual learner. As educators, we are constantly balancing numerous factors: the curriculum, the needs of learners, our department/program, personal pressures, and more. To teach involves more than simply lecturing (as we have discussed over the last six weeks). Teaching involves allowing learner's needs to be accounted for in the classroom. But, we have numerous competing priorities...so we need to balance the challenges of differentiated instruction with meeting the curricular needs of the program. Fortunately, the concepts of learning and teaching that we have explored to date can provide guidance in meeting the needs of learners - without necessarily taking more time than is allotted for the courses in our portfolio. Here are a few readings to explore in advance of our class:

Differentiated Instruction

Learner-Centered Teaching - only read the first 4 pages

Strategies for Differentiating

How to Differentiate Instruction

Powerpoint File - Week 6

I've uploaded the powerpoint file for today's lecture: Tying it Together

Some information on Multiple intelligence

We've briefly discussed multiple intelligence in this course (the notion that we are all intelligent in different ways). If you're interested, here are a few online evaluation tools:

MI Inventory

Multiple Intelligence Test

Week 6: Tying things together...

The last five weeks have focused on broad areas of course implementation. We've explored various theorists and their views of learning, different methods of instruction/interaction (group, lecture, self-directed), lesson plans and preparing for instruction, teaching practical skills, and motivation. In the proces, we have explored Bloom's taxonomies (the most prominent being his cognitive taxonomy), Chickering and Gamson's "good practice" at college level instruction, Wiggin's Facets of Understanding, and Gagne's events of instruction. We have also explored concepts of scaffolding, leading students beyond where they are comfortable, holding high expectations, using review as a means of connecting new information to what is known (the value of repitition!), and means to extend the classroom for increased effectiveness of the learning experience.

One of the key concepts I've emphasized during this course is that of "intentionality" - i.e. we do things for a reason. Our use of lecture, small group discussion, the types of assignments we require, and so on, are clearly thought out and reflective of our philosophy and views of education. We are intentional in all of our planning, teaching, and interaction with the learners.

This week, we will focus on another key concept - consistency. Our instruction needs to be seamless. Our learning outcomes influence our instruction, content and learning activities. Our assessemnt (beyond the scope of this course, but those who are continuing on with me will encounter this next month :)) needs to be tightly related to what our outcomes profess and what we have taught.

To bring these ideas together, we will spend time reviewing Bloom's taxonomy (simply because it is prominently in use in Manitoba college systems...though keep in mind earlier criticism of it's lack of focus on "understanding" and the erroneous notion of graded thinking scales).

1. Blooms cognitive taxonomy is explored well in this short tutorial.

2. Spend time on the RRC Learning Outcome support site - review the tutorial on writing outcomes (this is a component of the Course Development course in the CAE program, but it's important to be aware of these requirements in planning a seamless and consistent instructional approach - from outcomes to teaching to evaluating)

3. Review the material from week 4 on classroom sessions. Which teaching methods best align with the level of Bloom's taxonomy you are trying to achieve?

4. Review this article on moving from passive to active learning

5. Read this article: Motivating to learn

Week 5: Extending the Classroom

This week, we'll be exploring some opportunities to extend our classrooms, through the use or technology. I've also provided additional readings on the aspects of our lecture last Tuesday that were a bit rushed.

First, start by viewing this presentation: Extending the Classroom

Then, view this short resource: http://www.elearnspace.org/media/gettingstarted/player.html - degrees of teaching with technology.

Finally, spend a few minutes with this article on Low Threshold Applications.

In terms of readings based on our lecture last week...here are some resources on sections we didn't spend time with:

GRASPS

WHERETO - instructing tasks

...we will skip DESCA, quadruple agenda and 4MAT for the time being. As frameworks or principles, I do not actively use them in my instruction...but I will cover them briefly in future classes.

Scaffolding

A few of your have asked about scaffolding - as this concept has come up several times in class. Here are a few resources you can review: Scaffolding and sequencing...Scaffolding (.doc file)

PowerPoint - Today's session

The PowerPoint file I'll be using for today's class is available here

Planning Effective Classroom Sessions

The role of theory is, obviously, to guide and inform practice. Theory provides a base on which we can build...or a resource on which we can "hook" our actions. As mentioned during our class this last week, effective instruction is not accidental. Our activities in a classroom should be intentional. How much support we provide, the method in which we introduce new materials, how we gradually withdraw support once learners are mastering key ideas, how we challenge learners beyond their comfort level, etc, are all activities that need to be intentional and planned. This is not to say that we become so structured in our courses that we lose the opportunity to adjust and react to learning opportunities as they arise - we need to always remain flexible enough to include the learners needs. However, it does mean that our classroom sessions move toward a clear target - as defined by the course outline.

Planning and preparing for an instructional session (i.e. a class) is a critical task, overlooked or treated casually by too many instructors. The class pre-readings, nature of interaction/discussion, key concepts to be reviewed, resources required (i.e. audio-visual equipment, markers, case studies, etc.), points of motivation, connections to previous lessons, and more, provide the basis of our pre-class planning activities. Following each class, we then pause and determine how well we achieved our objectivse. Based on learner response (I use journals in this course, but you can gauge reaction through more informal methods - such as observations), we then begin to craft our "areas of change" for the next lesson. For example, in this course, based on early responses in journals, I made a shift to spend more time in class focusing on practical application of material presented. Instead of spending too much time on what theorists stated about learning, I focused on classroom-level application sooner than I had initially planned. Or, due to reactions to the CMAP software, I added a few additional presentations in class to ensure the process was understood.

Simply put, we as educators need to attend to several aspects in "getting ready to teach":
1. The course material (as dictated by advisory board, course outline, etc.)
2. The learners understanding (are key ideas of the course being understood at the level required for successful functioning in the program as the learner moves on?)
3. The resources/activities required (for intentional use) to assist learners in understanding course material
4. The process of planning and re-planning...continually adjusting our activities based on how learners respond - providing and withdrawing support as needed, focusing on motivation, sensing learner's level of understanding, and so on.

Obvious questions arise:
How much material should I cover in class?
How should I present the course content (lecture, group discussion, collaborative or exploratory activities, etc.)?
How do I create a lesson plan?
At which points do I move from presenting material to getting learners to draw connections and see how new ideas relate to previous ideas?

Here are a few resources to make the process of preparation (teaching with intentionality) more vivid:

How to teach a lecture class

Planning a course (just complete the first section of links on "planning a course"...don't worry about the sections on professionalism, etc.).

While this will have been (or for some of you, will be) discussed in your other CAE courses, take a few minutes to review the RRC Learning Outcomes Resource. Intended outcomes influence our instructional activities...and the depth of learning and cognition we are seeking - i.e. according to Bloom's taxonomy - influences how we teach.

Here's a very simple lesson plan structure...we will spend time on class on Tues revising this approach - blending Gagne, Keller's ARCS model, and highlighting the importance of connecting new information to what is already known.

Powerpoint file - this week's lecture

Several individuals have asked for the powerpoint presentation in advance of the session so they can follow along and make notes. The presentation is available here.

Week 3: Lectures and alternatives

Lectures have long been a key aspect of education - teacher talks...learner listens. Over the last few decades - and you may recall this from some of the theorists we talked about last week - learning has increasingly been promoted as a function of "doing"...social in nature...and situated in a particular context.

During this time, lectures have been relegated to the zone of "don't do if you're cool". Unfortunately, much of the criticism is warranted. But, in the process, we are losing an exceptional tool for learning. This weeks reading starts with:
In Defence of Lectures. As one member of a listserv put it recently - "there are times when one should sit down to a really good meal prepared by someone else. A good lecture is like a well prepared meal."

With that affirmation of the importance of lectures, review the following readings on alternative approaches to teaching:
Common Teaching Methods (link doesn't always work)
Enhancing your teaching effectiveness (link doesn't always work)
Collaborative Learning - Berkeley
Conditions of Collaborative Learning
Cooperative Learning
Problem Based Learning

The readings present learning from a variety of approaches:
Direct, collaborative, problem/inquiry-based, and exploratory.

...finally, here's an important paper to consider: Why Minimally Guided Instruction Doesn't Work.

Week 2 Files

Powerpoint notes from week 2 are available here.

I mentioned the importance of creativity in education today. A recent TED Talks speaker, Sir Ken Robinson, offers rationale for the value of creativity today: watch the presentation

Powerpoint from week 1 is here

If you're bored

Optional: If you would like a bit more background on various views of learning (and the principles expressed by different theorists) you may find this presentation useful: Theories of Learning and Knowing

Reading for Week 2

This week, we will be exploring the philosophy of teaching and learning. This will form an important part of your portfolio (as detailed in the previous post). In our discussion, we will explore a variety of theorists, including Vygotsky, Gagne, Bloom, Piaget, Freire, Papert, and others.

Teaching is personal to the instructor. The approaches we adopt in our classrooms flow from our personal philosophy. How we view teaching, learning, knowledge...combined with the particular nature of our field or discipline...forms the back bone of the activities we undertake with our learners.

To prepare for Tuesday's class, review the following resources:

Philosophy of teaching statements (.pdf)

Gagne's Nine events of instruction

Applying the Seven Principles (Chickering and Gamson)

Please let me know if you have any questions...

Portfolio

As mentioned in our first class, the creation of a portfolio is an important part of this class. I have posted the portfolio requirements here.

Instructional Schedule

The instructional schedule for the next seven weeks is now available.

Concept Map

I mentioned on Tuesday that one of your key requirements was to create a concept map based on how the key ideas of the course make sense (or relate) to you. Start by downloading CMAP here. If you haven't used the tool before, play around with it - try some basic maps...making connections, etc. Then, after each week's class, make a list of the "big ideas" that resonated with you. What made sense? What would you like to include in your teaching? Which ideas are valuable for you to capture?

What does it mean to teach? or to implement a course?

As we discussed on Tuesday, teaching is about passion. The development stage of a course involves the process of determining what it is that learners need to know. We find the right resources, we look at different types of ideas, media, etc.

The implementation stage, however, is where all the fun occurs. It is at this level that a teacher is able to make the learning meaningful for the learners. This is where we can experiment with different approaches to make the content come alive - through lecturing, group work, learning activities, assignments, reflection, and more. Konrad Glogowski recently shared his views of learning and passion, essentially stating that a teacher must always be a learner. What are your thoughts? How are you being a learner while you are teaching?

Course Outline

The course outline, including learning outcomes, is available here...as an MS Word file...

Week 1

Hi Welcome,

If you're here, you've found the course blog for the Implementation course...

Feel free to post a comment, say hello...etc.

Later this evening, I will upload the course outline...and provide a series of links for additional reading.

For this week, your "homework" is to review the readings I'll post on the weekend...and send me your reflective journal...