|
Work Shop
2
Workshop on Assessment
of Effective teaching and Learning
Sunday, 24th February 2008
8:00 AM
to 12:00 PM
|
This Workshop Has been Cancelled
due to unforeseen lecturer’s circumstances |
The workshop will give you a
greater ability in:
- Writing measurable course-level learning objectives
- Formative versus summative assessment
- Informal versus format assessment
- Classroom assessment
- Performance assessment
- Rubric development (required for performance assessment)
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Workshop Elements
- Purposes of assessment
- Formative vs. summative
assessment
- Writing measurable learning
objectives with an exercise
- Performance assessment
- Use of rubrics to assess
student work with an exercise
- Classroom assessment
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The Instructor
Dr. Ronald L. Miller
Professor of Chemical
Engineering, Colorado School of Mines
http://www.mines.edu/academic/chemeng/faculty/rlmiller/
a.
Professional Preparation
-
Colorado
School of Mines, Chemical Engineering, Ph.D. 1982
-
University of Wyoming, Chemical Engineering, B.S. 1977; M.S.
1979
b.
Recent Professional Appointments
- Director of the Center for Engineering Education, August
2006 – present
- Professor, Chemical Engineering Department, Colorado
School of Mines, 1999 – present
- Alfred E. Jenni Faculty Fellow, Colorado School of
Mines, 1999 – 2000
c.
Research Interests
Measurement and repair of student misconceptions; innovative methods
for learning and teaching; measurements of intellectual
development; psychological models of learning; assessment of
learning.
d.
Selected Recent Publications
- “Misconceptions about Rate Processes: Preliminary
Evidence for the Importance of Emergent Conceptual
Schemas in Thermal and Transport Sciences,” R.L. Miller,
R.A. Streveler, B.M. Olds, M.T.H. Chi, M.A. Nelson, and
M.R. Geist, Proceedings of the American Society for
Engineering Education Annual Conference
(electronic), Chicago, Illinois, June 18-21, 2006
(nominated for best conference paper).
- “Assessment in Engineering Education: Evolution,
Approaches and Future Collaborations,” B.M. Olds, B.M.
Moskal, and R.L. Miller, Journal of Engineering
Education, 94, 1, 13-25, January 2005
(invited paper).
-
“Concept Inventories Meet Cognitive Psychology: Using
Beta Testing as a Mechanism for Identifying Engineering
Student Misconceptions,” R.L. Miller, R.A. Streveler, M.
Nelson, M. Geist, and B.M. Olds, Proceedings of the
American Society for Engineering Education Annual
Conference (electronic), Portland, Oregon, June
12-15, 2005.
- “Concept-Based Engineering Education: Designing
Instruction to Facilitate Student Understanding of
Difficult Concepts in Engineering and Science,” R.L.
Miller, R.A. Streveler, B.M. Olds, and M.A. Nelson, Proceedings of the Frontiers in Education Conference
(electronic), Savannah, Georgia, October 20-23, 2004.
- “The Effect of a First-Year Integrated Engineering
Curriculum on Graduation Rates and Student Satisfaction:
A Longitudinal Study,” B.M. Olds and R.L. Miller, Journal of Engineering Education,
93, 1,
23-35, 2004.
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Detailed Program:
|
Time |
Topic |
| 8:00 – 8:10 |
Introductions; overview of the workshop objectives
|
|
8:10 – 8:30
|
Purposes of assessment –
think/pair/share active exercise and report out to
full group with discussion |
| 8:30 – 8:50 |
Review of formative vs. summative
assessment; informal vs. formal assessment;
norm-referenced vs. criterion-referenced assessment
|
| 8:50 – 9:20 |
Writing measurable learning
objectives at the course level; use of measurable
verbs at each level of Bloom’s taxonomy |
| 9:20 – 9:50 |
Exercise: write measurable
learning objectives at the course level; discuss in
small group; report to full group with discussion |
| 9:50 – 10:10 |
Break |
| 10:10 – 10:30 |
Introduction to performance
assessment; types of objectives and student work
that can assessed using performance assessment
techniques |
|
10:30 – 10:5
|
Use of rubrics to assess student
work; types of rubrics; steps to design a valid and
reliable rubric |
| 10:50 – 11:15 |
Exercise: choose a piece of
student work that can be used to assess a specified
learning objective; design a draft rubric to assess
the work and share ideas in pairs; report to
full group with discussion |
| 11:15 – 11:40 |
Introduction to classroom
assessment; how classroom assessment can be used for
rapid, informal assessment of student learning;
types of classroom assessment methods; how to use
the data and how to respond to the students |
|
11:40 – 12:00
|
Q/A; open discussion time |
| 12:00 |
Lunch Break |
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