One shot instruction Week Two

Part One

Step 3. Worksheet

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.

• This is a true challenge. But that's why I'm taking the course. I would ask the students to imagine they just started their first 'OMG I am making so much money now' job. Their boss wants them to find information on smart phone marketing since that is an area the company wants to expand into. 
• Where do you start looking for reliable information?

2. Criteria & Standards 
Note to classmates: I'm not sure this would work but honestly I'm at a loss.
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.

1. Learning Goal: Students will be able to choose a topic that will yield results and fits assignment
1. Criteria: 1) topic 2) sources
1. Topic vaguely fits assignment guidelines but lacks relevant sources (poor)
2. Topic fits assignment guidelines but lacks relevant sources (better)
3. Topic fits assignment guidelines and has relevant sources (best)

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

1. Allow time in instruction for them to find sources and discuss their topics among classmates.

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

• Frequent
• Immediate
• Discriminating, i.e., based on clear criteria and standards
• Lovingly delivered

The best way I can think to do this would be to walk around while they are researching and discuss their topics and what they have found with each one. But this seems almost too much? 

Part Two

1. Situational Factors

1. Assuming you have done a careful, thorough job of reviewing the situational factors, how well are these factors reflected in the decisions you made about learning goals, feedback and assessment, learning activities? 
1. Probably not well. 
2. What potential conflicts can you identify that may cause problems? 
1. Students don't grasp what I'm laying down and we spend too much time explaining and not enough time doing.
3. Are there any disconnects between your beliefs and values, the student characteristics, the specific or general context, or the nature of the subject in relation to the way you propose to run the course?
1. I suppose the biggest disconnect (no sarcasm intended here) is that I am unsure of what I am doing. Most of the time students don't know but occasionally a professor gives me the stink eye.

2. Learning Goals and Feedback & Assessment 

 Issues to address include: 

• How well do your assessment procedures address the full range of learning 
• goals? 
• I would hope they address it well but I suppose I would have to try and see before I could assess my assessment.
• Is the feedback giving students information about all the learning goals? 
• I would hope so. I guess it would depend on what the student got out of the activity and how well the activity was executed.
• Do the learning goals include helping the students learn how to assess their own performance?
• I think so. But again, still not completely sure.

3. Learning Goals and Teaching/Learning Activities

• Do the learning activities effectively support all your learning goals? 
• I think so. But I would like to hear from classmates you might think or know otherwise!
• Are there extraneous activities that do not serve any major learning goal?
• Perhaps. 

4. Teaching/Learning Activities and Feedback & Assessment 

• How well does the feedback loop work to prepare students for understanding the criteria and standards that will be used to assess their performance? 
• I think well. Active discussion/classwork provide instant feedback.
• How well do the practice learning activities and the associated feedback opportunities prepare students for the eventual assessment activities?
• I think well again. We are practicing exactly what they need to know.

Worksheet for Designing a Course

Learning Goals for Course:	Ways of Assessing this kind of Learning	Actual Teaching-Learning Activities	Helpful Resources
Choose topic relevant to assignment	Discussion??	Classroom discussion and student led searches	Fellow students/librarian/professor
Design a research plan	1 minute reflection	Student created concept map, discussion on vocabulary and searching, student led searches	Fellow students/librarian/professor
Identify sources that are appropriate	A couple of sentences explaining what they learned	Actively dissect sources and compare them as a class	Fellow students/librarian/professor

So much text! I feel like this cat right now. What is this? Why? What am I doing?

From: http://forgifs.com/gallery/d/126990-2/Kitten_mittens.gif

#ideala

#alwayssunnylove