Learner-centered Assessments
April D. Collins American College of Education
ED5023 Assessment Strategies
Dr. Tara Wells
September 15, 2024
start
Learner Centered Assessments
Learner-centered assessments are evaluation methods that focus on students' active involvement in their own learning process. They are designed to foster student reflection, self-assessment, and metacognitive awareness. These assessments encourage students to think about how they learn, what they understand, and where they need improvement, making the process more personalized and reflective.
Examples: Self-Assessments Peer Assessments Journals Portfolios Project-Based Assessments
Key Characteristics: Active Student Participation Reflection on Learning Feedback Formative in Nature Personalized Learning
Plan-Do-Study-Act
The Plan-Do-Study-Act (PDSA) was developed by W. Edwards Deming to determine the effectiveness of assessments (American College of Education, 2024). The PDSA method is a structured approach for testing and improving changes by breaking tasks into steps, evaluating outcomes, making improvements, and then testing again. By using the PDSA, the cycle "seeks to identify a path to achieve the goal that will lead to improvement of a situation, and provide an evaluative method to document the level of improvement reached" (Daniel et. al, 2021, p; 155). This cycle helps to improve the learning experience for both students and educators.
Graduate School od Education. (n.d.[Image]. https://hthgse.edu/wp-content/uploads/2024/01/PDSA-Video-Fimage.jpg.webp
Objective
The objective of this learner-centered assessment is to improve 7th-grade students' ability to solve equations with variables over the next two weeks. The assessment aims to foster student engagement, metacognitive reflection, and problem-solving skills, helping students identify their strengths, challenges, and areas for growth in a learner-centered environment.
Criteria for the Learner-Centered Assessment:
Active Engagement: The assessment involves students in solving algebraic equations and reflecting on their problem-solving strategies. Self-Assessment: Students rate their own understanding of each problem, identifying where they feel confident and where they struggle. Reflection: Students explain their thought process for solving each equation, noting any difficulties they encountered and strategies they used to overcome them.
Pilot Group
Grade-7th Subject-Math Class Size-25 students Males: 12 Females: 13 IEP-8 504-2 ELD-2
Predictions
Increased Understanding: By reflecting on their problem-solving strategies, students will deepen their understanding of how to solve equations with variables. Improved Confidence: As students track their progress and reflect on their understanding, they will gain confidence in their ability to approach and solve algebraic problems. Enhanced Metacognition: Through self-assessment and reflection, students will become more aware of their own learning processes and will learn to identify what helps them succeed and where they need more practice. Increased Engagement: Learner-centered assessments will promote active participation, making math more interactive and personally relevant for students, leading to higher levels of motivation.
DO
Over two weeks: -Daily lessons on solving equations with variables. -Include hands-on practice with algebra tiles to visualize balancing both sides of an equation. -Self-assessment for students to reflect on their understanding after solving each problem. -Students will complete a formative quiz at the end of each week to monitor progress.
STUDY
"Formative assessment activities are entrenched within guidelines to monitor learning and assess learners’ comprehension so that teaching can be modified and further learning is informed through continuing and timely feedback until the anticipated level of understanding has been accomplished." Baleni, 2015, p. 229
How will the data be anaylzed? Quantitative data Qualitiative data Self-Reflections How will you know if the assessment provides the intended benefits for students? Improved accuracy Improved confidence Deeper understanding
How will you intervene if students do not achieve the intended results? Small group instruction Peer tutoring Scaffolded practice Visual representations
ACT
"Formative assessment activities are entrenched within guidelines to monitor learning and assess learners’ comprehension so that teaching can be modified and further learning is informed through continuing and timely feedback until the anticipated level of understanding has been accomplished." Baleni, 2015, p. 229
What would cause you to revise the assessment?
If the results show improvement but fall short of the goal, continue using visual aids but provide additional scaffolded practice or peer tutoring for students still struggling. Adjust the self-assessment checklists if students are not using them effectively or are struggling to reflect on their learning.
How could you use the assessment in the next cycle? f the goal was met, integrate this approach into other topics, refining the use of visual aids and self-assessments.
Conclusion
In utilizing the Plan-Do-Study-Act (PDSA) cycle, educators can continually enhance their assessment practices and instructional strategies. The process begins with setting a clear objective for the assessment. Establishing criteria for evaluation helps guide both student self-assessment and teacher feedback. After conducting the assessment, analyzing both quantitative and qualitative data reveals patterns in student performance and identifies areas for additional support. "Students who embrace what are called mastery or learning goals focus on self-improvement, developing competence, accomplishing challenging tasks, gaining insight and new skills and understanding" (McMillan, 2014, p. 3), Based on this analysis, targeted adjustments are made to lesson plans and instructional methods, which are then implemented in the next cycle. This ongoing cycle ensures that the assessment remains effective and aligned with learning objectives, fostering a responsive learning environment that adapts to student needs and promotes continuous improvement in math problem-solving and academic success.
References
Baleni, Z. G. (2015). Online formative assessment in higher education: Its pros and cons. Electronic Journal of e-Learning, 13(4), 228–236. Daniel, M., Wasonga, T., Burgin, X. (2021).Transforming an educational community in guatemala using the plan do study act cycle. Gist Education and Learning Research Journal, 23, p. 151-168. https://files.eric.ed.gov/fulltext/EJ1338307.pdf McMillan, J. H., & Turner, A. B. (2014). Understanding student voices about assessment: Links to learning and motivation. Paper presented at the annual meeting of the American Educational Research Association (pp.1–48).
PDSA ED5023
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Transcript
Learner-centered Assessments
April D. Collins American College of Education ED5023 Assessment Strategies Dr. Tara Wells September 15, 2024
start
Learner Centered Assessments
Learner-centered assessments are evaluation methods that focus on students' active involvement in their own learning process. They are designed to foster student reflection, self-assessment, and metacognitive awareness. These assessments encourage students to think about how they learn, what they understand, and where they need improvement, making the process more personalized and reflective.
Examples: Self-Assessments Peer Assessments Journals Portfolios Project-Based Assessments
Key Characteristics: Active Student Participation Reflection on Learning Feedback Formative in Nature Personalized Learning
Plan-Do-Study-Act
The Plan-Do-Study-Act (PDSA) was developed by W. Edwards Deming to determine the effectiveness of assessments (American College of Education, 2024). The PDSA method is a structured approach for testing and improving changes by breaking tasks into steps, evaluating outcomes, making improvements, and then testing again. By using the PDSA, the cycle "seeks to identify a path to achieve the goal that will lead to improvement of a situation, and provide an evaluative method to document the level of improvement reached" (Daniel et. al, 2021, p; 155). This cycle helps to improve the learning experience for both students and educators.
Graduate School od Education. (n.d.[Image]. https://hthgse.edu/wp-content/uploads/2024/01/PDSA-Video-Fimage.jpg.webp
Objective
The objective of this learner-centered assessment is to improve 7th-grade students' ability to solve equations with variables over the next two weeks. The assessment aims to foster student engagement, metacognitive reflection, and problem-solving skills, helping students identify their strengths, challenges, and areas for growth in a learner-centered environment.
Criteria for the Learner-Centered Assessment:
Active Engagement: The assessment involves students in solving algebraic equations and reflecting on their problem-solving strategies. Self-Assessment: Students rate their own understanding of each problem, identifying where they feel confident and where they struggle. Reflection: Students explain their thought process for solving each equation, noting any difficulties they encountered and strategies they used to overcome them.
Pilot Group
Grade-7th Subject-Math Class Size-25 students Males: 12 Females: 13 IEP-8 504-2 ELD-2
Predictions
Increased Understanding: By reflecting on their problem-solving strategies, students will deepen their understanding of how to solve equations with variables. Improved Confidence: As students track their progress and reflect on their understanding, they will gain confidence in their ability to approach and solve algebraic problems. Enhanced Metacognition: Through self-assessment and reflection, students will become more aware of their own learning processes and will learn to identify what helps them succeed and where they need more practice. Increased Engagement: Learner-centered assessments will promote active participation, making math more interactive and personally relevant for students, leading to higher levels of motivation.
DO
Over two weeks: -Daily lessons on solving equations with variables. -Include hands-on practice with algebra tiles to visualize balancing both sides of an equation. -Self-assessment for students to reflect on their understanding after solving each problem. -Students will complete a formative quiz at the end of each week to monitor progress.
STUDY
"Formative assessment activities are entrenched within guidelines to monitor learning and assess learners’ comprehension so that teaching can be modified and further learning is informed through continuing and timely feedback until the anticipated level of understanding has been accomplished." Baleni, 2015, p. 229
How will the data be anaylzed? Quantitative data Qualitiative data Self-Reflections How will you know if the assessment provides the intended benefits for students? Improved accuracy Improved confidence Deeper understanding
How will you intervene if students do not achieve the intended results? Small group instruction Peer tutoring Scaffolded practice Visual representations
ACT
"Formative assessment activities are entrenched within guidelines to monitor learning and assess learners’ comprehension so that teaching can be modified and further learning is informed through continuing and timely feedback until the anticipated level of understanding has been accomplished." Baleni, 2015, p. 229
What would cause you to revise the assessment? If the results show improvement but fall short of the goal, continue using visual aids but provide additional scaffolded practice or peer tutoring for students still struggling. Adjust the self-assessment checklists if students are not using them effectively or are struggling to reflect on their learning.
How could you use the assessment in the next cycle? f the goal was met, integrate this approach into other topics, refining the use of visual aids and self-assessments.
Conclusion
In utilizing the Plan-Do-Study-Act (PDSA) cycle, educators can continually enhance their assessment practices and instructional strategies. The process begins with setting a clear objective for the assessment. Establishing criteria for evaluation helps guide both student self-assessment and teacher feedback. After conducting the assessment, analyzing both quantitative and qualitative data reveals patterns in student performance and identifies areas for additional support. "Students who embrace what are called mastery or learning goals focus on self-improvement, developing competence, accomplishing challenging tasks, gaining insight and new skills and understanding" (McMillan, 2014, p. 3), Based on this analysis, targeted adjustments are made to lesson plans and instructional methods, which are then implemented in the next cycle. This ongoing cycle ensures that the assessment remains effective and aligned with learning objectives, fostering a responsive learning environment that adapts to student needs and promotes continuous improvement in math problem-solving and academic success.
References
Baleni, Z. G. (2015). Online formative assessment in higher education: Its pros and cons. Electronic Journal of e-Learning, 13(4), 228–236. Daniel, M., Wasonga, T., Burgin, X. (2021).Transforming an educational community in guatemala using the plan do study act cycle. Gist Education and Learning Research Journal, 23, p. 151-168. https://files.eric.ed.gov/fulltext/EJ1338307.pdf McMillan, J. H., & Turner, A. B. (2014). Understanding student voices about assessment: Links to learning and motivation. Paper presented at the annual meeting of the American Educational Research Association (pp.1–48).