Assessment

What kinds of data do we collect?

How do we analyze the data?

Diane Ebert-MayDepartment of Plant Biology

Michigan State University

ebertmay@msu.eduhttp://first2.org

Design teachable unit as a learning cycle

Develop rubrics for assessment

Plan instructional strategies

Objectives for today:

Engage

Explore

Explain/Elaborate

Assess

Learning Cycle

“To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge...The aim of teaching is not only transmission of information, but also to transform students from passive recipients of other people’s knowledge into active constructors of their own and others knowledge...Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively."

Education for judgement: The artistry of discussion leadership. Ed. C. Roland Christensen, David A Garvin and Ann Sweet. Cambridge, MA: Harvard Business School.

Formulate-Share-Listen-CreateIndividually read the quote “To

teach is to engage students in learning...”

Underline/highlight words and or phrases that stand out for you.

Turn to the person next to you and share and discuss the words that stood out

Goal: explain evolution by natural selection

Individual Problem

Write a scenario that explains the phenotypic changes in the tree and animal. Use your understanding of evolution by natural selection.

Describe the objectives for the activity or project

Determine the assessment tasks for each objective

Develop performance standards

Differentiate levels of performance based on clearly described criteria

Assign values to the categories

Develop a Rubric

Convey goals, performance standards to students in unambiguous way

Improve the reliability of written and oral assignments

Convey point values with performance standards

Engage students in critical assessment of their work

Spend time to save time

Advantages of Rubrics

Challenge of criteria

Challenge to use rubrics regularly

www.flaguide.org

www.msu.edu/course/isb/202/ebertmay/2004/homepage/rubrics.html

Limitations of Rubrics

Level of Achievement

General Approach Comprehension

Exemplary (6 points) •Addresses the question or problem

•States a relevant, justifiable answer. •Presents arguments in a logical order. •Uses acceptable style and grammar (no errors).

•Demonstrates an accurate and complete understanding of the question. •Backs conclusions with data and warrants. •Uses 2 or more ideas, examples and/or arguments that support the answer.

Adequate  (4 points) •Does not address the question

explicitly, although does so tangentially. •States a relevant and justifiable answer. •Presents arguments in a logical order. •Uses acceptable style and grammar (one error).

•Demonstrates accurate but only adequate understanding of question because does not back conclusions with warrants and data. •Uses only one idea to support the answer. •Less thorough than above.

Needs Improvement

(2 points)•Does not address the question. •States no relevant answers. •Indicates misconceptions. •Is not clearly or logically organized. •Fails to use acceptable style and grammar (two or more errors).

•Does not demonstrate accurate understanding of the question. •Does not provide evidence to support their answer to the question.

No Answer (0 points)

Scoring Rubric for Quizzes and Homework

Guidelines for thinking about research

What did students learn? (assessment data)

Why did students respond a particular way? (research)

What are the working hypotheses?

What has already been done? Literature says...

How and why select methods? Conduct study...

How to analyze and interpret multiple forms of data?

What do the results mean?

Are findings valid and generalizable?