Assessment+-+For+Learning+&+Of+Learning

= Assessment - For Learning & Of Learning = I'd like to see a clearer picture for assignments and assessment. Does it make sense to fill out the chart below? Not every learning objective needs an assignment, nor quiz. Formative assessment is done through the learning objective questionnaires, where students use Topic forums to ask and answer questions Quizzes can also leave formative feedback as per Jenkin's CAA.


 * Learning Objective || learning mode || assignment || assessment ||
 * 1 ||  ||   || quiz #1 ||
 * 2 ||  ||   || quiz #1 ||
 * 3 ||  ||   || quiz #1 ||
 * 4 ||  ||   ||   ||
 * 1 through 8 || watch video, collaborate || storyline || peer assessment ||
 * 5 ||  ||   || quiz #2 ||
 * 6 ||  ||   || quiz #2 ||
 * 7 ||  || punnet square || assess Of learning ||
 * 8 ||  ||   || quiz #3 ||
 * 1 through 8 ||  || group project || summitive assessment by instructor ||
 * I agree. Could use some further suggestions on what assignments we might want to have. Dy, do you have some good suggestions for this bio unit (again, I last taught this probably 15 yrs or so ago). I'll fill in parts of the chart above, but I'm still working on putting together parts of the site. Would like to hear your thoughts on some of the content that is posted - I'm not fully satisfied with it, but it is a work in progress.

Tues, July 12
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 * Are we thinking of having several individual & group AFL checkpoints along the way (could be by quick self-check quizes or short assignments handed in; wiki postings, etc - an assortment of options), then a final individual summative assessment (a formal, standard test? something else), as well as the group presentation of their solution to the problem?
 * I haven't read this week's Jenkins reading yet, so I don't know ;) I think one or two quizzes, combined with the learning objectives tracking, misconception dialogue and group presentation is fine. Maybe there is something clever and formative that we can do with the quiz(zes). Perhaps the students show their dialogue storyboard, and each student has to participate in a forum that discusses the storyboards. This would be another type of AFL. Do we need a summative assessment (or can we ask that the PBL presentation covers all/most of the objectives)?
 * if we can identify the specific objectives, and as long as each objective/standard is assessed by one of instruments mentioned above, then we don't necessarily require a summative test. This follows the __Standards Based Grading__ paradigm. A summative test is maybe preferred for other reasons such as exam practice, or lack of conviction about standards based grading. I'm not totally against summative for Biology, I'm just throwing it out there.

As per Dick and Carey, we can start (or at least think about) Assessment tools first - what and how we will assess. One thing I think is very useful is to start by giving the students Learning Objectives like shown below. I can incorporate this into an Moodle activity, where these Learning Objectives become a type of quiz that the students can take unlimited times. The students don't know that it uses a quiz activity (that is "behind the scenes" info). They just open the "Learning Objectives" on a regular basis and update their status. The quiz would use a custom scale of beginning, developing and achieved. On top of this, a forum can be created for discussing Learning Objectives, and would operate as a collab or peer assessment type of tool.
 * Something like this sounds very interesting - would love to see a mock-up once our moodle gets going.
 * Also, perhaps it might be useful to think about setting these up so that one stage much be completed successfully before students can progress to the next stage. I know how to do this in Blackboard (there it is called "adaptive release"); Moodle may have something similar.

Procedural Learning Objectives

 * Beginning || Developing || Achieved || Learning Objective ||
 * ||  ||   || I can ............................................................ ||
 * ||  ||   || I can ........ ||
 * ||  ||   || I can ......... ||
 * ||  ||   || I can ........... ||

Knowledge Learning Objectives

 * Beginning || Developing || Achieved || Learning Objective ||
 * ||  ||   || I know that ............................................................ ||
 * ||  ||   || I know that ................................. ||
 * ||  ||   || I know that ................................. ||
 * ||  ||   || I know that ................................ ||