Continuous Assessment03162006.ppt

Continuous Assessment03/16/2006 Michael Fried: Research Professor of Mathematics Director of Quality Assessment Office (CAO) MSU-BillingsProfessor of Mathematics UC Irvine /~mfried/#ed/ for articles, position papers Need for Continuous Assessment You can’t learn something just once Classrooms that march through a curriculum leave students in their wake I(nteractive)Q(uestionnaires): Step Thinking /~mfried/#ed Interactive E-Mail Assessment, MAA Vol. on Assessment, B. Gold, S.Z. Keith, and W.A. Marion, eds., Assessment in Undergraduate Mathematics, MAA Notes #49, Wash. DC, 1999, 80--84. Students Assessment: IQs simplify teaching students to connect the “Dots” of the course. Instead of facts alone, you are teaching them connecting facts. Faculty Time: IQs allow student writing and analysis that is serious and simple to grade; like WebWorks-- a mastery learning assessment device -- there are many grading rubrics (ripping the blue-book-apart, RBBA, most significant). University Awareness: A whole course hasf many topics, though some are more significant than others. IQs track these, and produce reports on class performances. If something works, you can locate it. IQ Goals IQs as Tools: Designed to leverage HTML, a system of tags allow polling the portfolio Grading: RBBA means having a list of responses to a piece of the IQ placed in front of you for batch grading. Reporting: Leveraging HTML means you can create reports that transparently layer the IQ. Educational Research: “I thought they were lying to me:” The story behind the “Dynamic Learning Curve” graphic. It’s almost Free: Everything in a UNIX shell and related programs. The project oriented university: Technology manages complicated interactions: Mailmerge suite: Send personalized e-mails to large groups or small IPMS location suite: Locate your personal and class data better than any PC or Mac IQ creation suite based on tagged data: Assessment data for grading and polling Tag data report suite: Cr