WFP 2008 Tuesday 8/19: Difference between revisions
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== 10:30 AM – 10:45 AM: BREAK == | == 10:30 AM – 10:45 AM: BREAK == | ||
Coffee and pastries will be available outside of the Microroom | Coffee and pastries will be available outside of the Microroom | ||
== 10:45 AM – 12:00 PM: ASSESSING DIGITAL WORK == | == 10:45 AM – 12:00 PM: ASSESSING DIGITAL WORK == | ||
Latest revision as of 01:47, 25 August 2008
Tuesday, 8/19: Course Design
9:00 AM – 9:15 AM: WELCOME AND OVERVIEW OF THE DAY
A time for questions and answers about the preceding week and the contents of the current day.
9:15 AM – 10:30 AM: ASSESSING DIGITAL WORK
In this session we review the preceding days and turn our attention to course design and planning individual and group activities for the following semester. For each Fellow’s project, we will map pedagogical requirements to technological opportunities and then map out a plan for addressing technological needs. Presenter: Alvarado.
10:30 AM – 10:45 AM: BREAK
Coffee and pastries will be available outside of the Microroom
10:45 AM – 12:00 PM: ASSESSING DIGITAL WORK
In this session we discuss the assessment of student work with new media in the context of specific classes. We will focus on defining effective, measurable outcomes for specific media assignments, such as collaborative work on a wiki or the production of a video in place of paper assignments. Presenter: Bombaro.
Presenter: Christine Bombaro, Librarian & Associate Director for Collections Phone: x 1868 Email: bombaroc@dickinson.edu
Objectives: Participants will learn how to meaningfully assess digital projects and will design an assessment and a rubric for one project they will assign to their class during the Spring 2009 semester.
Outcomes: In order to design an effective assessment activity, participants will:
- Define “assessment” and describe the key elements of an effective assessment.
- Distinguish between an “assessment” and a “grade.”
- Identify a class project that is appropriate for an assessment activity.
- Identify the student “inputs” that will have an impact upon the class project.
- Determine what “environmental changes” need to take place in order for the students to complete their project successfully.
- Develop SMART goal statements for the project, providing the basis for the assessment.
- Clearly identify in detail what students need to do in order to complete the project successfully.
- Demonstrate to students the minimum level of competence for each task involved in the project.
- Create an evaluative rubric, assigning relative levels of importance to the each element of the assignment.
Required Readings:
Gratch-Lindauer, Bonnie. "Information Literacy Program Development: The Role of Assessment." Proven Strategies for Building an Information Literacy Program. Edited by Susan Carol Curzon and Lynn D. Lampert. New York: Neal Schuman Publishers, Inc., 2007. Link to file.
Moskal, Barbara M. "Scoring Rubrics: What, When, and How?" Practical Assessment, Research & Evaluation 7, no. 3 (2000): Link to file.
Plan:
- PowerPoint Introduction: “Assessing Digital Work”
- Guided discussion of required reading:
- Many educators express disdain for assessment. Why do you think this is so?
- Do you see any potential for assessment to improve your own teaching practices? How do you think it could benefit your students?
- What type of data might you gather by engaging in an assessment for the class that will result from this fellowship?
- How do you think we might use assessments of this program as a vehicle to communicate the value to the rest of the college?
- Alexander Astin’s “I-E-O Model of Assessment” – discussion with writing activity
- SMART goals – guided writing activity
- Creating an assessment – guided writing activity with samples of different styles of assessment
- Creating a rubric – writing activity with samples
12:00 PM – 1:30 PM: LUNCH
In the Blumberg Reading Area, Library.
1:30 PM – 2:45 PM: BREAK-OUT PLANNING WITH FACULTY DEVELOPERS
Fellows break out with faculty developers to further develop their syllabi and to chart a project plan to manage the logistical aspects of the course, such as digitization, training, and development time.
2:45 PM – 3:00 PM: BREAK
Refreshments will be available outside of the Microroom.
3:00 PM – 4:15 PM: CONCLUSION AND NEXT STEPS
Fellows will reconvene to discuss the results of the day’s work and to plan their meeting times for the Fall Seminar.
- Discussion of meeting and workshop topics for the fall, e.g. GIS, NITLE WTGs, etc.
