[E. Niemi, W. Fricke, S. J. Maddox] Fatigue Analys(Bookos.org)
1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information...
-
Upload
lewis-norman -
Category
Documents
-
view
214 -
download
1
Transcript of 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information...
![Page 1: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/1.jpg)
1
Assessing Student Understanding
David Niemi
UCLA Graduate School of Education & Information StudiesNational Center for Research on Evaluation,Standards, and Student Testing (CRESST)
CRESST ConferenceLos Angeles, CASeptember 9, 2005
![Page 2: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/2.jpg)
2
The mile wide, inch deep curriculum
How wide and deep should it be?
1 inch wide and 1 mile deep?
1/2 mile wide and 2 inches deep?
![Page 3: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/3.jpg)
3
Example of Instruction
eπi + 1 = 0
![Page 4: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/4.jpg)
4
Assessment
eπi + 1 =
![Page 5: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/5.jpg)
5
Answer
eπi + 1 = 0
![Page 6: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/6.jpg)
6
What would you have to know in order for this to be meaningful
and useful?
eπi + 1 = 0What do the symbols mean? What is this equation about? What can you do with it?What’s important about it?How does it connect to other topics in mathematics?
![Page 7: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/7.jpg)
7
Our approach
Analyze and map the domain based on previous research and knowledge elicitation
Identify central principles
Used to build schemas
Enable inferences, complex problem solving, and learning
Provide a foundation for advanced learning
Use models to build assessments at right level of cognitive demand
![Page 8: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/8.jpg)
8
Research on the Structure of Knowledge
--Chi, Glaser, & Rees, 1983
![Page 9: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/9.jpg)
9
Eliciting the Structure of Knowledge
• Experts (scientists, mathematicians, historians, writers) identify organizing concepts and principles (“big ideas”)
• Determine related ideas and skills: facts, problems, situations, etc.
• Map all ideas and skills
![Page 10: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/10.jpg)
10
Structure of Algebra I Knowledge:Central Principles
1 Number
2 Expressions, Equations, Inequalities
3 Functions
4 Problem Solving
5 Reasoning
6 Sets
![Page 11: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/11.jpg)
11
Ideas About Functions
A function is a mapping between inputs and outputs such that each input is mapped to one and only one output.
Many events in the physical world can be modeled as functions.
Many functions can be represented by algebraic equations or graphs.
The equation of a linear function can be written in the form f(x) = mx + b.
The graph of a linear function is a line.
![Page 12: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/12.jpg)
12
Map of Algebra I Knowledge
![Page 13: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/13.jpg)
13
Task Components for Assessing Complex Learning
• Text or other representation of information requiring domain knowledge (concepts, principles, and factual knowledge)
• Respond with complex performance • E.g., explanation, problem solving, knowledge map
• Scoring based on expert performance
![Page 14: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/14.jpg)
14
Examples of Models in Action Assessments of history and math understanding tested with hundreds of students
Scaling up with 300-400,000 students per year in the district’s 2nd largest district
IERI: online tools to build assessments (Assessment Design and Delivery System or ADDS)
New CRESST: assessments of mathematics understanding in grades 6-8, including worked examples
![Page 15: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/15.jpg)
15
Study of Fifth Grade Students’ Understanding of Fraction
Representations 500 students randomly assigned to instruction on:
• Fractions as parts of wholes
• Fractions as rational numbers
After instruction, students given
Students performed better with the types of representations and meanings they had been taught.
Students who understood the representations performed better on measures of complex problem solving.
![Page 16: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/16.jpg)
16
Fractions
![Page 17: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/17.jpg)
17
Fractions
![Page 18: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/18.jpg)
18
Equivalent Fractions
![Page 19: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/19.jpg)
19
Equivalent Fractions
![Page 20: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/20.jpg)
20
Fractions
![Page 21: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/21.jpg)
21
ADDS Designer:Select Information Source
![Page 22: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/22.jpg)
22
Screenshot from an Animation
![Page 23: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/23.jpg)
23
Two Screenshots From an Animation
1 2
![Page 24: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/24.jpg)
24
Screenshot from a Simulation
![Page 25: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/25.jpg)
25
Results from Studies of Teachers Using ADDS
Series of experimental studies
In one study, 33 middle school science teachers randomly assigned to ADDS and non-ADDS groups
ADDS teachers were more likely to focus on central ideas and developed more cognitively complex assessments.
In another experimental study with 17 teachers, ADDS enhanced the ability of teachers to develop comparable assessments on the same topic.
![Page 26: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/26.jpg)
26What have we learned (in the effort to “make
evidence based practice a reality”)?
Complex, research-based assessments:
Can be instructionally sensitive, valid measures of challenging state standards, predictive of performance on state tests
Can provide info to guide and improve instruction,
Can be reliably scored.
![Page 27: 1 Assessing Student Understanding David Niemi UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards,](https://reader035.fdocuments.us/reader035/viewer/2022081520/5697bfa21a28abf838c95f13/html5/thumbnails/27.jpg)
27
What have we learned?
Deep understanding is rare or non-existent, but understanding and use of big ideas can be improved in a relatively short time.
Information on student understanding and complex performance is a powerful tool for change and can be used to help focus and propel capacity building efforts.