https://www.stuvia.com/user/nursecare
Section 1
Purpose and Goals of Assessments
● Assessment as Learning Tool: Assessments should be more than just a grade; they
should be part of the learning process.
● Continuous Learning: Assessments should help identify strengths,
weaknesses, and areas for improvement.
● Data and Feedback: Use assessment outcomes to improve both teaching and
assessments.
Assessment Planning
● Key Considerations:
○ Learning Goals and Objectives: Align assessments with what students are
expected to learn.
○ Assessment Types:
■ Diagnostic: Used to determine the starting point of learners (pre-
assessment).
■ Formative: Continuous assessment during instruction to check
understanding.
■ Summative: Conducted after instruction to summarize what has been
learned.
○ Assessment Strategies:
■ Traditional: Multiple-choice, true/false questions (emphasis on
memorization).
■ Iterative: Measures learning over time (e.g., learning journals, pre-and
post-tests).
■ Norm-Referenced: Compares performance against peers.
■ Criterion-Referenced: Measures against predetermined criteria
(standards-based).
■ Competency-Based: Focuses on real-world application and
mastery.
Assessment Methods
● Direct vs. Indirect Assessments:
○ Direct: Students perform tasks that are directly evaluated (e.g., creating a
resume).
https://www.stuvia.com/user/nursecare
,https://www.stuvia.com/user/nursecare
○ Indirect: Evaluation based on perceptions or data (e.g., surveys,
attendance).
Alignment with Learning Domains
● Cognitive Domain: Focus on problem-solving and critical thinking.
● Affective Domain: Relates to emotions, peer interactions, and confidence.
● Psychomotor Domain: Involves physical tasks and hands-on activities.
Bloom’s Taxonomy
● Pyramid Structure: Learning progresses from basic (remember) to advanced (create).
● Levels:
○ Remember: Recall facts and basic concepts.
○ Understand: Explain ideas or concepts.
○ Apply: Use information in new situations.
○ Analyze: Connect and differentiate ideas.
○ Evaluate: Make judgments and defend decisions.
○ Create: Produce new or original work.
● Key Takeaway: Focus on the overall context and main idea of tasks, rather than just
specific verbs.
https://www.stuvia.com/user/nursecare
, https://www.stuvia.com/user/nursecare
Section 2
Learning Analytics Overview
● Contextual Understanding: Use the analogy of a doctor's visit to understand learning
analytics.
○ Descriptive Analytics: Listing symptoms (facts/data from the past).
○ Diagnostic Analytics: Diagnosing the issue (explaining why something
happened).
○ Predictive Analytics: Forecasting future outcomes based on data.
○ Prescriptive Analytics: Recommending actions to achieve desired
outcomes.
Types of Learning Analytics
● Descriptive: Data points that show what has happened (e.g., test scores,
attendance).
● Diagnostic: Explains why the data looks the way it does (causes behind the results).
● Predictive: Predicts what is likely to happen based on current data trends.
● Prescriptive: Suggests specific actions to achieve a desired future outcome.
Quantitative vs. Qualitative Analysis
● Quantitative Analysis: Focuses on numbers, statistics, and objective data (e.g., plotting
test scores on a graph).
● Qualitative Analysis: Involves observations, reflections, and subjective insights (used
during the diagnostic stage).
Social Network Analysis
● Purpose: Understand patterns within groups (e.g., class performance).
● Application: Compare different groups to predict future outcomes for similar groups.
Using Data for Improvement
● Data-Informed Decisions: Use data to improve learning processes,
assessments, and instructional design.
● Research: Compare different instructional methods to determine effectiveness.
https://www.stuvia.com/user/nursecare
Section 1
Purpose and Goals of Assessments
● Assessment as Learning Tool: Assessments should be more than just a grade; they
should be part of the learning process.
● Continuous Learning: Assessments should help identify strengths,
weaknesses, and areas for improvement.
● Data and Feedback: Use assessment outcomes to improve both teaching and
assessments.
Assessment Planning
● Key Considerations:
○ Learning Goals and Objectives: Align assessments with what students are
expected to learn.
○ Assessment Types:
■ Diagnostic: Used to determine the starting point of learners (pre-
assessment).
■ Formative: Continuous assessment during instruction to check
understanding.
■ Summative: Conducted after instruction to summarize what has been
learned.
○ Assessment Strategies:
■ Traditional: Multiple-choice, true/false questions (emphasis on
memorization).
■ Iterative: Measures learning over time (e.g., learning journals, pre-and
post-tests).
■ Norm-Referenced: Compares performance against peers.
■ Criterion-Referenced: Measures against predetermined criteria
(standards-based).
■ Competency-Based: Focuses on real-world application and
mastery.
Assessment Methods
● Direct vs. Indirect Assessments:
○ Direct: Students perform tasks that are directly evaluated (e.g., creating a
resume).
https://www.stuvia.com/user/nursecare
,https://www.stuvia.com/user/nursecare
○ Indirect: Evaluation based on perceptions or data (e.g., surveys,
attendance).
Alignment with Learning Domains
● Cognitive Domain: Focus on problem-solving and critical thinking.
● Affective Domain: Relates to emotions, peer interactions, and confidence.
● Psychomotor Domain: Involves physical tasks and hands-on activities.
Bloom’s Taxonomy
● Pyramid Structure: Learning progresses from basic (remember) to advanced (create).
● Levels:
○ Remember: Recall facts and basic concepts.
○ Understand: Explain ideas or concepts.
○ Apply: Use information in new situations.
○ Analyze: Connect and differentiate ideas.
○ Evaluate: Make judgments and defend decisions.
○ Create: Produce new or original work.
● Key Takeaway: Focus on the overall context and main idea of tasks, rather than just
specific verbs.
https://www.stuvia.com/user/nursecare
, https://www.stuvia.com/user/nursecare
Section 2
Learning Analytics Overview
● Contextual Understanding: Use the analogy of a doctor's visit to understand learning
analytics.
○ Descriptive Analytics: Listing symptoms (facts/data from the past).
○ Diagnostic Analytics: Diagnosing the issue (explaining why something
happened).
○ Predictive Analytics: Forecasting future outcomes based on data.
○ Prescriptive Analytics: Recommending actions to achieve desired
outcomes.
Types of Learning Analytics
● Descriptive: Data points that show what has happened (e.g., test scores,
attendance).
● Diagnostic: Explains why the data looks the way it does (causes behind the results).
● Predictive: Predicts what is likely to happen based on current data trends.
● Prescriptive: Suggests specific actions to achieve a desired future outcome.
Quantitative vs. Qualitative Analysis
● Quantitative Analysis: Focuses on numbers, statistics, and objective data (e.g., plotting
test scores on a graph).
● Qualitative Analysis: Involves observations, reflections, and subjective insights (used
during the diagnostic stage).
Social Network Analysis
● Purpose: Understand patterns within groups (e.g., class performance).
● Application: Compare different groups to predict future outcomes for similar groups.
Using Data for Improvement
● Data-Informed Decisions: Use data to improve learning processes,
assessments, and instructional design.
● Research: Compare different instructional methods to determine effectiveness.
https://www.stuvia.com/user/nursecare
