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CIRTL Class Meeting 4: Assessment
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Transcript of CIRTL Class Meeting 4: Assessment
The College Classroom – Spring 2015
Class Meeting 3: Classroom Assessment
Dave Gross dgross@ biochem.umass.edu
Thursday, February 19, 2015
1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT
Peter Newbury
@polarisdotca
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Objectives for Today
Classroom Assessment – The College Classroom 2
By the end of today’s session you will be able to
distinguish between summative and formative assessment
align learning outcomes with formative and summative assessments (backward design principle)
demonstrate the different possible uses of formative assessments
use Bloom’s Taxonomy to evaluate assessments
Thanks to Michelle Withers, West Virginia University; Clarissa Dirks,
Evergreen State College; and Jenny Knight, University of Colorado
To know or not to know…
Classroom Assessment – The College Classroom 3
“… because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.”
Donald Rumsfeld.
US Secretary of Defense
2001-2006
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To know or not to know…
Classroom Assessment – The College Classroom 4
How do you know when you know something?
To know or not to know…
Classroom Assessment – The College Classroom 5
How do you know when you know something?
How do you know when your students know
something?
Classroom Assessment – The College Classroom 6
How do you know when you know something?
How do you know when your students know
something?
How do your students know when they know
something?
To know or not to know…
Back to Backward Design
Classroom Assessment – The College Classroom 7
Backward Design
1. What do I want students to know?
2. How will I determine if they know it?
3. What will I do to get them the information?
1. Learning goals
2. Learning outcomes and assessment
3. Activities and exercises
Assessments communicate the
instructor’s intent
Classroom Assessment – The College Classroom 8
Assessments communicate the
instructor’s intent
Classroom Assessment – The College Classroom 9
THE MONTILLATION AND USES OF TRAXOLINE
It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.
Assessments communicate the
instructor’s intent
Classroom Assessment – The College Classroom 10
THE MONTILLATION AND USES OF TRAXOLINE
It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.
QUIZ:
1. What is traxoline?
2. Where is it montilled?
3. How is traxoline quaseled?
4. Why is traxoline important?
Assessments communicate the
instructor’s intent
Classroom Assessment – The College Classroom 11
THE MONTILLATION AND USES OF TRAXOLINE
It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.
QUIZ:
1. What is traxoline?
2. Where is it montilled?
3. How is traxoline quaseled?
4. Why is traxoline important?
• An exam communicates what
the instructor cares about
• If you test them on fact-based
knowledge, then that is what
they will study!
Formative vs. Summative
Classroom Assessment – The College Classroom 12
Formative assessment: to modify teaching and learning
activities during the learning process (i.e., homework,
in-class questions, quizzes)
Summative assessment: to monitor educational
outcomes (i.e., exams, final projects)
EnGaugement
Classroom Assessment – The College Classroom 13
EnGaugement is “an activity that
simultaneously engages students in
learning and gauges their understanding.”
Handelsman, Miller, Pfund (2007) Scientific Teaching
EnGaugement
Classroom Assessment – The College Classroom 14
Which organisms are most
distantly related?
1) Bacteria and archaea
2) Plants and animals
3) Plants and fungi
4) Humans and fungi
Which organisms have the
smallest genomes?
1) Animals
2) Archaea
3) Plants
4) Fungi
Handelsman, Miller, Pfund (2007) Scientific Teaching
Types of assessment tools
Classroom Assessment – The College Classroom 15
Types of assessment tools
Classroom Assessment – The College Classroom 16
Quizzes and exams
Homework assignments
Written papers/reports
Oral presentations
In-class activities
Surveys
Observations
Interviews
Blooming the questions
17
Bloom’s Taxonomy
Learning Outcomes – The College Classroom
Activity: Sharing and analyzing an exam
question
18 Learning Outcomes – The College Classroom
Share an exam/quiz question…
Where does the question fit in Bloom’s taxonomy?
What action verbs were used in the question?
What was the expected learning outcome?
How could one take this question to a higher level?
9 minutes on the timer,
back to the main room in
10 minutes
Blooming the questions
19 Learning Outcomes – The College Classroom
What % of higher order Bloom’s
level questions would you like to
find on an typical intro bio exam?
A. 0-20
B. 21-40
C. 41-60
D. 61-80
E. 81-100
Blooming the questions
20 Learning Outcomes – The College Classroom
What % of higher order Bloom’s
level questions would you like to
find on an typical intro bio exam?
Zheng et al. (2008) Science 319
A. 0-20
B. 21-40
C. 41-60
D. 61-80
E. 81-100
Alignment
21 Learning Outcomes – The College Classroom
Assessment measures both progress
and outcomes. These are tied closely
to learning goals. Assessments should
ALIGN with the learning goals and
with class activities.
Alignment
22 Learning Outcomes – The College Classroom
All possible material to cover
Alignment
23 Learning Outcomes – The College Classroom
All possible material to cover
Material focused on
learning goals
Alignment
24 Learning Outcomes – The College Classroom
All possible material to cover
Material focused on
learning goals
Goal 2, Assessments
Goal 2, Assessments
Goal 1, Assessments
Alignment
25 Learning Outcomes – The College Classroom
Learning or
Course Goal
Outcome or
Objective
(content +
behavior)
Formative Assessment
(in class activity)
Summative Assessment
(exam question)
What will
students
learn?
If they have
learned it, what
will students
know and be
able to do?
What will students do to
learn it?
How will students
demonstrate they
know it or are able to
do it?
Students will
be able to
describe the
transfer of
information
from DNA to
proteins
Students will predict
the new amino acid
sequence that results
from a mutation in a
given gene sequence
Students are given
sequence of DNA and
corresponding amino acid
sequence. Students
identify reading frame
and predict amino acid
changes due to mutations
in that sequence
Students will be
able to predict
changes in
amino acid
sequences
caused by
mutations
Formative Assessment
26 Learning Outcomes – The College Classroom
“Ongoing assessment plays a key role – possibly the
most important role – in shaping classroom standards
and increasing learning gains.”
Black and Wiliam, Phi Delta Kappan, 1998
Formative Assessments…
27 Learning Outcomes – The College Classroom
help confront misconceptions.
Formative Assessments…
28 Learning Outcomes – The College Classroom
As the acorn grows into the tree, from where
does the majority of the biomass come?
A. Air
B. Soil
C. Water
D. Sun
Sprouting acorn (Image by Amphis
on Wikimedia commons CC BY SA 3.0)
An old English oak in Banington, England
(Image by Snowmanradio on Wikimedia
commons CC BY SA 3.0)
Formative Assessments…
29 Learning Outcomes – The College Classroom
help confront misconceptions.
help students distinguish between what they know
and what they don’t know.
Formative Assessments…
30 Learning Outcomes – The College Classroom
help confront misconceptions.
help students distinguish between what they know
and what they don’t know.
can aid in the construction of new knowledge.
Formative Assessments…
31 Learning Outcomes – The College Classroom
help confront misconceptions.
help students distinguish between what they know
and what they don’t know.
can aid in the construction of new knowledge.
allow students and instructors to gauge students’
progress during learning.
Darwin at the Olympics
32 Learning Outcomes – The College Classroom
(For this exercise, pretend you are a student who is just learning about natural
selection)
Everyone brainstorm to modify the 100-meter dash such
that it would become an example of natural selection.
“Shout out” your ideas.
Darwin at the Olympics
33 Learning Outcomes – The College Classroom
Some representative suggestions:
• “Add hurdles”
• “Make the runners run over rocky, uneven ground to select for the ones with best balance and speed”
• “Release a tiger behind the runners”
• “Kill the losers”
• “Only the first two runners across the finish line can reproduce”
These answers can lead to a discussion in class about which ones
most closely align with Darwinian natural selection in nature.
Activity: Sharing and analyzing an exam
question
34 Learning Outcomes – The College Classroom
Return to the exam questions that you discussed
earlier
With what objective was (or might have been) that
question aligned?
Given that, what kind of an activity could the
students do to help them achieve this objective?
Next week: In the Classroom
Watch the blog for next meeting’s readings and assignments
collegeclassroom.ucsd.edu CIRTL Schedule
35 Classroom Assessment– The College Classroom
References
36
1. Handelsman, J., Miller, S. and Pfund, C., Scientific Teaching, Freeman, New York,
NY, (2007) ISBN 1-4292-0188-6.
2. Zheng, A., Lawhorn, J., Lumley, T. and Freeman, S., “Application of Bloom's
Taxonomy Debunks the ‘MCAT Myth’”, Science 319: 414-415 (2008)
3. Black, P. and Wiliam, D., “Inside the black box: Raising standards through
classroom assessment”, Phi Delta Kappan, 80: 139-148 (1998)
4. Angelo, T. and Cross, P., Classroom Assessment Techniques: a handbook for College Teachers,
Jossey-Bass, San Francisco, CA (1993)
Classroom Assessment – The College Classroom