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Principles of Geotechnical Engineering by Braja M. Das & Khaled Sobhan 8th Edition
Principles of Geotechnical Engineering by Braja M. Das & Khaled Sobhan 8th Edition
Assessment and
Evaluation
H. Stephen Straight
Vice Provost for Undergraduate
Education
What Is Teaching?
Brainstorm:
Definitions of Teaching
Good Practice in UG
Education (after Arthur Chickering &
Zelda
Gamson 1989)
1. Maximizes
student/faculty contact.
2.
3.
4.
5.
6.
7.
Think
Write
Pair
Share
Dimensions of Difference
Between Assessment and
Evaluation
Timing
Focus of Measurement
Relationship Between Administrator &
Recipient
Findings, Uses Thereof
Ongoing Modifiability of Criteria,
Measures Thereof
Standards of Measurement
Relation Between Different Objects of A/E
Assessment
Evaluation
Formative:
Timing
Ongoing to Improve
Learning
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Focus of
Measurement
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Focus of
How Learning Is
Measurement
Going
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Administrator/Recipi
ent Relationship
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Administrator/Recipi
ent Relationship
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Findings, Uses
Prescriptive:Extern
al-ly Imposed
Standards
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment
Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment
Evaluation
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Assessment
Evaluation
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Assessment
Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Assessment
Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Assessment
Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Summary of Differences
Dimension of Difference
Assessment
Evaluation
Timing
Formative
Summative
Focus of Measurement
Process-Oriented
ProductOriented
Relationship Between
Administrator and Recipient
Reflective
Prescriptive
Diagnostic
Judgmental
Ongoing Modifiability of
Criteria, Measures Thereof
Flexible
Fixed
Standards of Measurement
Absolute
Comparative
Coperative
Competitive
Employ an assessment-informed
model of teaching focused on
measurable student learning
outcomes.
How to do this?
Moment-by-moment, meeting-by-meeting,
course-by-course, semester-by-semester.
Measures of Learning
To improve their
teaching, faculty
must define learning
outcomes and
measure their
attainment.
To improve their
learning, students
must learn how to use
feedback to assess
their own progress (=
self-assessment).
Sources
H. Stephen Straight
mailto:straight@binghamton.edu