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ASSESSMENT WORKSHOPS

Click on any workshop title for a complete description.

CA01 Assessing Student Learning

CA02 Monitoring Student Learning

CA03 Constructing Tests

CA04 Developing Independent Learners

CA05 Designing a Classroom Research Study

CA06 Building a Digital Portfolio

CA07 Diagnosing

CA08 Using SPSS for Assessment

CA09 Writing Concept Test Questions

CA10 Collecting Assessment Data via SurveyMonkey

CA11 Interpreting and Using Course Evaluation Data

CA12 Assessing Online Courses

CA13 Building a Consensus about the Evaluation of Student Performance

See also:

BB12 Administering Course Evaluations via Blackboard

WC06 Handling the Paper Load

WC12 Discouraging Plagiarism

WC13 Marking Papers Electronically




CA01 Assessing Student Learning
Prerequisite: None

What's the big deal about outcomes assessment? What can you and your students "get out" of it? How can you assess learning in your classroom without adding significantly to your workload? By the end of this workshop, you will be able to do the following:

  1. define "learning."
  2. determine how well you have been assessing learning in your classroom.
  3. identify the benefits of assessing your students' learning.
  4. describe at least one efficient way to assess learning in your classroom.
  5. explain how classroom assessment could generate data for program assessment.

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CA02 Monitoring Student Learning (2 hrs.)
Prerequisite: None

As Thomas Angelo and Patricia Cross observe, most tests, term papers, and lab reports come too late to improve student learning. Therefore, Angelo and Cross have proposed quick, easy Classroom Assessment Techniques (CATs) that teachers can administer before tests, papers, and reports are due. These techniques can give teachers "information to 'navigate by,' feedback to guide the continual small adjustments and corrections needed to keep student learning 'on course'" (26). Such feedback can empower students as well as teachers to enhance students' learning. This workshop will give you an opportunity to try out CATs to assess the following course-related knowledge and skills:

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CA03 Constructing Tests (1 hrs.)
Prerequisite: None

When it is time to evaluate students' achievement, teachers often administer tests, which frequently include multiple-choice items. This workshop will help ensure that such tests are as fair as possible. Thus you will learn how to construct test items that are reliable, valid, and unbiased. During the workshop, you will practice the following tasks:

  1. writing multiple-choice stems.
  2. creating multiple choices.
  3. detecting item flaws.

 

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CA04 Developing Independent Learners (2 hrs.)
Prerequisite: None

Do you want your students to become independent learners, that is, to become more actively involved in their own learning process? As Thomas Angelo and Patricia Cross explain, “active engagement in higher learning implies and requires self-awareness and self-direction,” or what psychologists call, metacognition (255). Since “research suggests that good learners engage in more metacognitive activities than poor learners do,” this workshop will show you how to improve your students’ metacognition (255). By the end of the workshop, you will have tested a variety of Classroom Assessment Techniques (CATs) that will help students assess the following:

  1. their awareness of their attitudes and values.
  2. their self-awareness as learners.
  3. their course-related learning and study skills.

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CA05 Designing a Classroom Research Study (2 hrs.)
Prerequisite: None

Final grades may tell you what your students know, but how do you know how much your students actually learned in your class? Above all, how do you know which teaching strategy or technology helped them learn? This workshop will help you document and measure your students’ learning to support grant proposals, outcomes assessment initiatives, and your own development as a teacher. During the workshop, you will learn how to design a classroom research project, following these steps:

  1. Focus on a goal or question.
  2. Design a study related to that goal or question.
  3. Plan the appropriate lesson(s) or interventions.
  4. Decide how to collect data to assess student learning.
  5. Select tools to analyze the data.
  6. Consider how you might interpret and use the results.

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CA06 Building a Digital Portfolio (2 hrs.)
Prerequisite:Sign up for a PbWorks account PRIOR to the workshop.

Blank APT Application: http:www.cetla.howard.edu/workshops/docs/Blank_APT_Application.pdf
Sample Academic Affairs  Portfolio:  http://treddportfolio.pbworks.com
Sample Health Sciences Portfolio: http://hucmportfolio.pbworks.com

Are you planning to apply for merit, promotion, or tenure in the coming years? Learn how to build a digital portfolio that will help you and your colleagues assess your teaching as well as your research, service, and professional development. Digital portfolios make it easier for you to store, back up, find, update, and deliver your materials. They also make it easier to display the websites and multimedia you incorporate in your courses. At the same time, digital portfolios make it easier for your reviewers to access your materials and assess them in context. So come learn how to perform the following tasks:

  1. Structure a PbWorks e-portfolio to document your research, service, professional development , and teaching.
  2. Organize the “Teaching” section of your site.
  3. Incorporate hyperlinks, images, slide shows, videos, audio clips and documents to help others experience your teaching.
  4. Locate resources for digitizing documents, photographs, tapes, and slides.
  5. Locate a guide for writing your teaching philosophy.
  6. Back up your portfolio site.

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CA07 Diagnosing
Prerequisites:  None

Some faculty believe that the first thing they should do at the beginning of the semester is to teach.  This workshop will show you why you should diagnose before you teach.  It will also engage you in diagnostic activities that you and your students can use off and on during the semester.  In short, the workshop will explain why diagnosis is important, what to diagnose, who should diagnose, and how to diagnose.  Upon successfully completing this workshop, you will know how to implement diagnostic techniques that reveal the following:

  1. what to teach
  2. how to teach
  3. how to measure progress
  4. how to accommodate multiple learning styles and disabilities
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CA08 Using SPSS for Assessment
Prerequisite: Knowledge of statistics

Would you like a tool to help you analyze classroom assessment or other research data? We recommend SPSS, especially since Howard faculty can install SPSS at home or in the office while students can access SPSS on all university-owned computers. SPSS is a software package used for conducting statistical analyses ranging from descriptive statistics (e.g., averages, frequencies) to inferential statistics (e.g., regression models, factor analysis). SPSS also enables users to summarize and display data using tables and graphs. This introductory workshop will get you started by guiding you through the following process:

  1. entering data into SPSS.
  2. running descriptive and inferential data analysis.
  3. generating charts and graphs.

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CA09 Writing Concept Test Questions (1 ½ hrs.)
Prerequisite: None

During a lecture, how do you know whether students understand what you’ve just explained? How do you know whether they’re even paying attention? Research documents the effectiveness of polling students about concepts throughout a lecture—so that your students and you realize what they don’t understand. With such concept-testing, you know when to move on during the lecture and when to back up and provide some “just-in-time teaching.” This workshop will show you how to develop concept tests that you can use with paper and pencil or classroom student response systems (e.g., Turning Point). It will also demonstrate how “peer instruction” can enhance the effects of concept-testing. At the end of the workshop, you should know how to perform the following tasks:

  1. Identify key concepts in your curriculum.
  2. Write multiple-choice questions that address those concepts.
  3. Formulate multiple-choice “distractors” that correspond to students’ misconceptions.
  4. Facilitate peer instruction.

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CA10 Collecting Assessment Data via SurveyMonkey
Prerequisite: None

Who wants to construct a student survey, type copies, distribute the surveys, collect them, and then either manually enter the data into a computer for analysis or wait for (and maybe pay) someone else to do the job? Does this painstaking process sound familiar? Would you like to find a painless way to survey students about their learning?

This workshop takes the mystery out of the development and administration of online surveys. A hands-on session, the workshop features SurveyMonkey, a tool for creating and emailing online surveys. You can use SurveyMonkey for free if you don’t need to ask more than 10 questions, collect more than 100 responses per survey, or access SurveyMonkey’s advanced features. However, even if you need more options, the cost is only $19.95 a month for an unlimited number of surveys with an unlimited number of questions and up to 1,000 responses per month. Moreover, you can unsubscribe anytime you wish. That means you can conduct your survey for less than $20 if you create your survey, collect the responses, and download the results within a month.

Upon completion of this workshop, you will be able to:

  1. Construct an online survey.
  2. Compose a preamble that protects human subjects’ rights.
  3. Distribute the survey via email and/or a webpage.
  4. Access quantitative analyses.
  5. View comments.
  6. Export the data to MS Excel, MS Access, or SPSS

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CA11 Interpreting and Using Course Evaluation Data (1 hr.)
Prerequisite: Participants must bring IDEA Center course evaluation data.

The purpose of this workshop is to address questions about the IDEA Student Ratings forms and reports. Upon the completionof this workshop you will be able to:

  1. Define the different sections of the IDEA Student RAtings form.
  2. Interpret raw and adjusted scores.
  3. Understand the relationship between learning objectives and teaching methods.
  4. Use the IDEA Student RAtings form to improve student learning in the classroom.

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CA12 Assessing Online Courses (2 hrs.)
Prerequisite: Blackboard experience

Recommended for chairpersons and peer reviewers, this interactive workshop will prepare you to assess online courses, whether they are “hybrids” (30%-79% online) or “DL” (80-100% online).  Upon completing this hands-on workshop, you will be able to do the following:

  1. Explain how the assessment of online courses differs from the assessment of face-to-face courses.
  2. List the benefits of assessing online courses.
  3. Access an online course on Blackboard.
  4. Assess the design of an online course using the Quality Matters rubric, a nationally recognized rubric that meets Middle States accreditation standards.
  5. Assess course delivery in an online course. 
  6. Locate CETLA's resources for online teaching.

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CA13 Building a Consensus about the Evaluation of Student Performance
Prerequisite: Blackboard experience

Now that you have designed or selected a rubric, do not assume that everyone in your program will interpret the rubric the same way.  While a well-constructed rubric can improve grading consistency, you and your colleagues will need to practice using the rubric together.  Specifically, you will need to score and discuss the same examples so that you can resolve any glaring inconsistencies.  Known as a “norming session,” this workshop will provide such practice and discussion.  However, you may require more than one session to “calibrate” the scores for all raters.   With sufficient practice, you and your colleagues should be able to do the following: 

—  Identify student examples (e.g., videotaped patient encounters) that exemplify levels of competency in the rubric.

—  Achieve at least a 70% level of inter-rater agreement when assessing a student’s level of competency within each rubric category.

—  Agree on ways to improve the rubric, if necessary.

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