Instructional Design Week Two, Part One: Educative Assessment

Procedures for Educative Assessment

1. Forward-Looking Assessment Formulate one or two ideas for forward-looking assessment. Identify a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem, or issue.

Situation: Students must write a research paper. They have already developed and written a topic statement/research question and now need to identify the keywords (main concepts) in the topic statement/research question and select appropriate synonyms for those keywords so that they can successfully search a library research database and find a relevant scholarly article.

Question: What keywords are in your topic statement/research question that represent your main ideas/concepts? What other keywords might you use (synonyms) to describe those main ideas/concepts?

2. Criteria & Standards Select one of your main learning goals, and identify at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.

Main learning goal: Identify keywords and synonyms in the topic statement/research question.

Criteria One: Students will identify all keywords that represent the main ideas/concepts in the topic statement/research question.

  • Good performance: Student identified ALL keywords/phrases that represent the main ideas/concepts in the topic statement/research question. (Search results in a research database will be highly relevant.)
  • Acceptable performance: Student identified some keywords/phrases that represent the main ideas/concepts in the topic statement/research question. (Search results in a research database will be somewhat relevant.)
  • Poor performance: Student did not identify any keywords/phrases that represent the main ideas/concepts in the topic statement/research question. (Search results in a research database will not be relevant.)

Criteria Two: Students will select appropriate synonyms for those keywords that might also represent the main ideas/concepts.

  • Good performance: Student selected appropriate synonyms for all keywords that would benefit from alternate terminology. (Synonyms are appropriate for use in a library research database in order to retrieve a scholarly article.)
  • Acceptable performance: Student selected acceptable synonyms for some keywords that would benefit from alternate terminology. (Synonyms might be appropriate for use in a library research database in order to retrieve a scholarly article.)
  • Poor performance: Student did not select any synonyms and/or selected inappropriate synonyms for keywords. (Synonyms were not chosen for those keywords that would benefit from alternate terminology, and/or inappropriate synonyms were chosen to use in a library research database in order to retrieve a scholarly article.)

3. Self-Assessment What opportunities can you create for students to engage in self-assessment of their performance?

Opportunities: Class discussion will take place after students have identified keywords and again after they have identified synonyms on a worksheet.

  • Students will identify keywords from the topic statement and write them on a worksheet provided to them. I will write the topic statement on a whiteboard and students will advise which words I should erase from the topic statement, thereby leaving only the keywords/phrases that represent the main ideas. Discussion will take place about the inclusion or exclusion of words in the topic statement. Further discussion can take place to suggest the use of filters (limits) for those parts of the topic statement that are not keywords but are nonetheless important to the search (i.e. dates, etc.).
  • Students will use an online thesaurus to identify synonyms for the keywords and write them on a worksheet provided to them. I will write keywords/phrases on a whiteboard and students will advise synonyms to be written under each keyword/phrase. Discussion will take place about the choice of synonyms and why they will or will not work. Demonstrations using those keywords and synonyms to actually search a database will be done in order to provide discussion about the success or failure of using chosen terminology.

4. “FIDeLity” Feedback What procedures can you develop that will allow you to give students feedback that is:

  • Frequent – A worksheet and discussion will be provided for each of the main learning goals.
  • Immediate – Class discussion will provide some immediate feedback and worksheets will be returned at the next class session with constructive feedback.
  • Discriminating – Students will be given the criteria and standards for successful completion of a goal.
  • Lovingly delivered – In class discussions I try to use words like “good,” and if a student is not quite on the right track I use leading questions to try and get them to provide an appropriate response. I encourage them to be bold and show me their thinking on the worksheets since I will be providing feedback without a grade – I explain to them that this is a safe opportunity to practice their research and evaluation skills! I also use encouraging words, suggestions, and smiley faces on the worksheets.
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