Teaching, Learning, and AI

Colin Madland, Derrick Mohamed

2026-01-15

Welcome

Assessment Triangle

A teal triangle diagram illustrating the assessment triangle. The three sides are labeled Observation, Interpretation, and Cognition in white text. Inside the triangle, three white arrows form a smaller triangle, showing the relationships between the three concepts. The background is plain white, and the tone is neutral and informative.

(Pellegrino et al., 2001)

Purposes of Assessment…

…of learning
…for learning
…as learning

(Earl, 2013)

Teaching, learning, and assessing are all ontological

Assessment Identity

beliefs | feelings | knowledge | skills

(Looney et al., 2017)

Agency in Assessment

Percentage Equivalents

letter.grade percentage grade.point
A+ 90-100 4.3
A 85-89 4.0
A- 80-84 3.7
B+ 77-79 3.3
B 73-76 3.0
B- 70-72 2.7
C+ 67-69 2.3
C 63-66 2.0
C- 60-62 1.7
D+ 57-59 1.3
D 53-56 1.0
D- 50-52 0.7
F Below 50 0.0

Data Types

flowchart LR
A((Data)) --> B(Qualitative - non-numerical)
A --> C(Quantitative - numerical)
B --> D(Nominal)
B --> E(Ordinal)
C --> F(Interval)
C --> G(Ratio)

Data Type Mean Equidistant True Zero
Nominal ❌ ❌ ❌
Ordinal ❌ ❌ ❌
Interval ✅ ✅ ❌
Ratio ✅ ✅ ✅

GRADE DATA IS ORDINAL!

  • averages don’t make sense
  • no true zero

Reliability of Grades

Histogram of data from Starch and Eliott

(Starch, 1913; Starch & Elliott, 1912)

AI and Validity of Grades

four bulls-eye's with the one on the left showing an array of red dots all missing the target and labeled, 'not valid or reliable'. The second shows an array of dots in the top of outer ring and is labeled 'reliable but not valid'. the third shows an array of dots in the middle ring and is labeled 'both valid and reliable'. the last one has red dots in the centre and green dots around the outside and is labeled 'unfair'.

Mega Breakouts - an Unconference Experience

  • Instructions at the top of the doc

Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. (Freire, 1990, p. 72)

Stop. Be outside. Think.

cmad.land - slides

References

colin.madland@twu.ca | TWU Faculty Professional Learning Seminar

Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (Second edition). Corwin Press.
Freire, P. (1990). Pedagogy of the oppressed. Penguin.
Looney, A., Cumming, J., van der Kleij, F. M., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25, 442–467. https://doi.org/gfkfk6
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press. https://doi.org/10.17226/10019
Starch, D. (1913). Reliability and Distribution of Grades. Science, 38(983), 630–636. https://doi.org/10.1126/science.38.983.630
Starch, D., & Elliott, E. C. (1912). Reliability of the Grading of High-School Work in English. The School Review, 20(7), 442–457. https://doi.org/10.1086/435971