Your SLOs and Assessing Students
Cognitive scientists have excellent data to support the fact that
multiple factors contribute to successfully achieving learning outcomes.
Key Findings on Learning Research from the
National Research Council
come to class with pre-conceptions that must be engaged or they will
fail to grasp new concepts and information, or they will learn them for
a test only to revert to preconceptions outside of class.
Students develop competence in an area when they have: (a) a deep
factual knowledge, (b) understand the facts within a conceptual
framework, and (c) organize knowledge so that they can retrieve and
that take control of their own learning, through a metacognitive
approach monitoring their own goals and progress in achieving them, are
able to achieve deep and permanent learning.
Assessment represents an essential component for improving teaching and
learning but it must target proficiency of content and metacognitive
important role for assessment is timely, informative feedback to
facilitate practice and acquisition of proficiency of skills and deep
learning. Assessment should reveal the development of knowledge and
skills to allow formative improvement, not just summative judgment, if
it is to improve teaching and learning.
Technology represents a unique opportunity to engage knowledge and
cognitive skills, and assess proficiency in an enriched environment.
In the next section we will look at the assessment
process in a course which entails assessing several important components
of teaching and learning:
Pathways for Improvement Through Classroom Assessment
Institutional and Program
Improve teaching strategies &
Assesses Student- Learning
Modifications to support
Modifications to improve outcomes
After completing Section 4 the
participants will be able to
Plan for and implement
assessment for the SLOs previously created.
Describe assessment data and tools.
Compare and contrast the various types
of assessment tools relevant to SLOs drafted for a course or program.
Evaluate and select appropriate
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