Assessment Workshop
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Assessment Workshop Michelle Withers David Bos Clarissa Dirks Rebecca Orr Pushpa Ramakrishna
description
Assessment Workshop. David Bos. Clarissa Dirks. Michelle Withers. Rebecca Orr. Pushpa Ramakrishna. How People Learn. Clarissa Dirks – The Evergreen State College Adapted from Mary Pat Wenderoth University of Washington. How People Learn. National Research Council 1999. - PowerPoint PPT Presentation
Transcript of Assessment Workshop
Assessment Workshop
Michelle Withers
David Bos Clarissa Dirks
Rebecca Orr Pushpa Ramakrishna
How People LearnClarissa Dirks – The Evergreen
State CollegeAdapted from Mary Pat Wenderoth
University of Washington
How People LearnNational Research Council 1999
1. Address students’ misconceptions
Three major findings:
2. Build both a deep foundation of factual knowledge AND strong conceptual framework.3. Enhance students’ ability to monitor learning (metacogniti
on)
How People Learn, Chase & Simon 1973
The value of conceptual frameworksThe chessboard challenge
Correctly place the 25 chess pieces
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MasterClass A
Trial number
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iece
s co
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Chess masters – Class A players – Beginners
Board #2
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MasterClass ABeginner
trials#
pie
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corr
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Why didn’t they get the same results?
Conceptual Framework!
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Science of Learning
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• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
Science of Learning
NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
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Science of Learning
Avg
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• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
Science of Learning
NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
1 2 3 4 5 6 70
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20
30
40
50
60
70
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100
Science of Learning
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. Ret
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on R
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lecturereading
teachingpractice
discussion
demonstrationaudio-visual
Science of Learning
For students, teaching is uncomfortable and lecture is comfortable.We need to help students figure out what they don’t know (i.e. metacognition).
