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![Page 1: Teaching for Understanding in Large Classes: Active Learning & Assessment Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649d4c5503460f94a2ae95/html5/thumbnails/1.jpg)
Teaching for Understanding
in Large Classes:
Active Learning& Assessment
Diane Ebert-MayDepartment of Plant Biology
Michigan State University
[email protected]://first2.org
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The trouble with our times is that the future is not what it
used to be. -Paul Valery, The Art of Poetry
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Implement a learning cycle instructional design
Organize and use cooperative groups
Create an inquiry-based, student-centered classroom
Develop goals/assessments
Use concept maps - maybe
Analyze data to improve instruction
Develop rubrics for assessment
Figure out if the rewards are worth “it”
Objectives: you will be able to.....
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Engage
Explore
Explain
Assess
Learning Cycle
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Engage
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Question 1
Students learn science best by doing science.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;
5=strongly disagree
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Question 2
Science should be taught as it is practiced.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;
5=strongly disagree
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Question 3
How important is it to use multiple kinds of data to assess student learning?
Please respond on a scale if 0-100 in increments of 10:
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Question 4
How often do you use data to make instructional decisions?
Please respond on a scale of 0 - 100 in increments of 10:
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Question 5
Large lectures (+50 at UM) are active learning environments.
Please respond on a scale of 1-5: 5=strongly agree; 4=agree; 3=neutral; 2= disagree;
1=strongly disagree
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In my department, excellence in teaching is rewarded at a level comparable to excellence in research.
Question 6
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;
5=strongly disagree
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Where on the continuum is the ideal classroom ?
Question 7
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Where on the continuum is your classroom?
Question 8
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Question 1
Students learn science best by doing science.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;
5=strongly disagree
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Question 2
Science should be taught as it is practiced.
Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;
5=strongly disagree
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Learners doing science...
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Question 3
How important is it to use multiple kinds of data to assess student learning?
Please respond on a scale if 0-100 in increments of 10:
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How important is it to use multiple forms of data to assess student
learning?
%
Relative Importance n=127
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Question 4
How often do you use data to make instructional decisions?
Please respond on a scale of 0 - 100 in increments of 10:
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How often do you use data to make instructional decisions?
n=127Frequency
%
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Question 5
Large (+50 UM) introductory courses are active learning environments.
Please respond on a scale of 1-5: 5=strongly agree; 4=agree; 3=neutral; 2= disagree;
1=strongly disagree
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In my department, excellence in teaching is rewarded at a level comparable to excellence in research.
Question 6Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
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Where on the continuum is the ideal classroom ?
Question 7
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Where on the continuum is your classroom?
Question 8
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Explore
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What’s up with Termites?
1. On a sheet of paper, draw two circles near each other on the center of the page.
2. Release termites onto paper.
3. Keep creatures safe. I shall collect them in their original habitat.
4. What do you observe about termite behavior?
5. Develop a question your group could explore if you had more time.
(15 minutes - select a timekeeper)
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1. Develop 3 possible goals/ objectives for this ‘inquiry’
Team Written response. Overhead.Reporter - Recorder - Timekeeper - (10 minutes)Checker -
2. Develop an assessment appropriate for one of the goals/objectives.
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Explain
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What is assessment?
Data collection with the purpose of answering questions about…
students’ understanding
students’ attitudes
students’ skills
instructional design and implementation
curricular reform (at multiple grainsizes)
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Why do assessment?
Improve student learning and development.
Provides students and facultysubstantive feedback about student understanding.
Challenge to use disciplinary research strategies to assess learning.
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Assessment
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Guidelines for thinking about research...
What did students learn? (assessment data)
Why did students respond a particular way? (research)
What are the working hypotheses or questions?
What has already been done? Literature says...
How and why to select methods? Conduct study...
How to analyze and interpret data?
What do the results mean?
Are findings valid and generalizable?
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Research
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Data collection
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Assessment GradientAssessment Gradient
High
Ease of
Assessment
Low
Multiple Choice, T/F
Diagrams, Concept maps, Quantitative
response
Short answer
Essay, Research papers/ reports
Oral Interview
Low
Potential for
Assessment of
Learning
High
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Identify desired
outcomes
Determine acceptable evidence
Design learning experiences
and instruction
Wiggins and McTighe 1998
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Objective (outcome):
Students will demonstrate understanding of evolution by natural selection.
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Problem (evidence)Write a scenario that explains the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.
Text
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How do we develop rubrics?
1. Describe the goal/objective for the activity, problem, task...
2. Select the assessment tasks aligned with goals
3. Develop performance standards4. Differentiate levels of responses
based on clearly described criteria5. Rate (assign value) the categories
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Level of Achievement General Approach ComprehensionExemplary(5 pts)
• Addresses thequestion.• States a relevant,justifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (noerrors).
• Demonstrates an accurate andcomplete understanding of thequestion.• Backs conclusions with dataand warrants.• Uses 2 or more ideas,examples and/or arguments thatsupport the answer.
Adequate(3 pts)
• Does not address thequestion explicitly,although does sotangentially.• States a relevant andjustifiable answer.• Presents arguments ina logical order.• Uses acceptable styleand grammar (oneerror).
• Demonstrates accurate but onlyadequate understanding ofquestion because does not backconclusions with warrants anddata.• Uses only one idea to supportthe answer.• Less thorough than above.
Needs Improvement(1 pt)
• Does not address thequestion.• States no relevantanswers• indicatesmisconceptions.• Is not clearly orlogically organized.• Fails to use acceptablestyle and grammar (twoor more errors).
• Does not demonstrate accurateunderstanding of the question.• Does not provide evidence tosupport their answer to thequestion.
No Answer (0 pts)
Scoring Rubric for Quizzes and Homework
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Advantages of Scoring Rubrics
Improve the reliability of scoring written assignments and oral presentationsConvey goals and performance expectations of students in an unambiguous wayConvey “grading standards” or “point values” and relate them to performance goalsEngage students in critical evaluation of their own performance Save time but spend it well
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Limitations of Scoring RubricsProblem of criteria
Problem of practice and regular use
Scoring Rubric websitehttp://www.wcer.wisc.edu/nise/cl1/flag/
Sample Rubrics for Environmental Sciencehttp://www.msu.edu/~ebertmay/isb202/home.html
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What Type of Learning?Bloom (1956) Cognitive Domain of Educational Objectives
6 categories - KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Condense to 4 - easy to work with
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Cognitive LevelsKnowledge - remember
Comprehension and Application - grasp meaning, use, interpret
Critical Analysis - original thinking, open-ended answers, whole to parts, parts to whole, evaluation
Synthesis - make connections, evaluate
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Model for Learning - System
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So what is a concept?1.Take a piece of paper -- one of the ‘dino-tree’
responses will work--
2.Fold it in half.
3.On the top half, draw a bicycle.
4.On the bottom half, describe bicycle in writing.
5.Which is a better representation of the concept ‘bicycle’?
6.Would a concept map be “best”?
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Concepts are...Pr
otot
ypica
lKnowledge-based
Lexical
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Hierarchy
has
Structure
has
Concept Maps
Visual DiagramsOr Models
are represent
Knowledge or Understanding
Concepts
display
connectedwith
Linking Words
Used for
Assessment Organization
Reflection &Learning
promotes
Context
is constructedwith
NewInformation
PriorKnowledge
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www.ctools.msu.edu
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Robo Grader in Action
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TextStudent’s Concept Map
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1. Select a concept that is critical for your students to understand.
2. Identify 4 or 5 subconcepts that are important to understanding that concept
e.g., DNA - Gene- Chromosome - Enzyme
For a course you teach .....
3. Arrange them by rank order - top most general, bottom most specific
4. Add linking lines to make connections between two concepts
5. Add linking words that describe the relationship between two concepts
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Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection?
Pre-Posttest Analysis
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■ Changes in a population occur through a gradual change in individual members of a population.
■ New traits in species are developed in response to need.
■ All members of a population are genetically equivalent, variation and fitness are not considered.
■ Traits acquired during an individual’s lifetime will be inherited by offspring.
Alternative Conceptions: Natural Selection
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(AAAS 1999)
Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.
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Misconception: individuals evolve new traitsMisconception: individuals evolve new traits
% o
f S
tud
ents
n=80; p<.01
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Misconception: evolution is driven by needMisconception: evolution is driven by need
% o
f S
tud
ents
n=80; p<.01
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In guppy populations, what are the primary changes that occur gradually over time?
In guppy populations, what are the primary changes that occur gradually over time?
a. The traits of each individual guppy within a population gradually change.
b. The proportions of guppies having different traits within population change.
c. Successful behaviors learned by certain guppies are passed on to offspring.
d. Mutations occur to meet the needs of the guppies as the environment changes.
Anderson et al 2002
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Posttest: Student responses to mcPosttest: Student responses to mc
% o
f S
tud
ents
n=171
*
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Animal/Tree Posttest: Gain in student understanding of fitnessAnimal/Tree Posttest: Gain in student understanding of fitness
% o
f S
tud
ents
n=80; p<.01
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Quantitative Data
Qualitative Data
Design Experiment
Ebert-May et al. 2003 Bioscience
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How do assessment questions help us determine students’ prior understanding and progressive thinking about the carbon cycle.
Question
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Instructional Design
• Two class meetings on carbon cycle (160 minutes)
• Active, inquiry-based learning– Cooperative groups– Questions, group processing, large lecture
sections, small discussion sections, multi-week laboratory investigation
– Homework problems including web-based modules
• Different faculty for each course– One graduate/8-10 undergraduate TAs per
course
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Experimental DesignTwo introductory courses for majors:
Bio 1 - organismal/population biology (faculty A)
Bio 2 - cell and molecular biology (faculty B)
Three cohorts:Cohort 1 Bio 1 (n=141)Cohort 2 Bio1/Bio2 (n=63)
Cohort 3 Other/Bio2 (n=40)
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Assessment Design
Multiple iterations/versions of the carbon cycle problem Pretest, midterm, final with additional formative assessments during classAdministered during instructionSemester 1 - pretest, midterm, final exam Semester 2 - final exam
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Grandma Johnson Problem Hypothetical scenario: Grandma Johnson
had very sentimental feelings toward Johnson Canyon, Utah, where she and her late husband had honeymooned long ago. Her feelings toward this spot were such that upon her death she requested to be buried under a creosote bush overlooking the canyon. Trace the path of a carbon atom from Grandma Johnson’s remains to where it could become part of a coyote. NOTE: the coyote will not dig up Grandma Johnson and consume any of her remains.
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Analysis of Responses
Used same scoring rubric (coding scheme) for all three problems - calibrated by adding additional criteria when necessary, rescoring:
Examined two major concepts: Concept 1: Decomposers respire CO2
Concept 2: Plants uptake of CO2
Explanations categorized into two groups:Organisms (trophic levels)Processes (metabolic)
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Code Organisms Code Processes and pathways 1 Decomposers IA Cellular Respiration IB Release CO2 2 IIA Pathway of Carbon
Primary producers IIA _1: through Air IIA _2 : through Root IIA _3 : no mention about pathway IIB Make Glucose IIC Photosynthesis 3 Herbivore III Respiration
(glycolysis, Kreb cycle) 4 Carnivore IV Respiration
(glycolysis, Kreb cycle)
Coding Scheme
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Corr
ect
Stu
den
t R
esp
on
ses
(%)
Cellular Respiration by Decomposers
Bio1/Bio2 Other/Bio2
Friedmans, p<0.01
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Pathway of Carbon in Photosynthesis
Bio1/Bio2
Corr
ect
Stu
dent
Resp
on
ses
(%)
Other/Bio2
Friedmans, p<0.05
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Question 9
True or False?
Assessing student learning in science parallels what scientists do as researchers.
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Description:
-What is happening?
Cause:
-Does ‘x’ (teaching strategy) affect ‘y’ (understanding)?
Process or mechanism:
-Why or how does ‘x’ cause ‘y’?
Parallel: ask questions
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We collect data to find out what our students know.
Data helps us understand student thinking about concepts and content.
We use data to guide decisions about course/curriculum/innovative instruction
Parallel: collect data
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Quantitative data - statistical analysis
Qualitative data
break into manageable units and define coding categories
search for patterns, quantify
interpret and synthesize
Valid and repeatable measures
Parallel: analyze data
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Ideas and results are peer reviewed - formally and/or informally.
Parallel: peer review
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Examples to View
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Assessment of Workshop
Minute Paper
Q1 What was helpful to you? Why?
Q2 What would have been helpful to you ? Why?
Q3 What should we focus on in future workshops?
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IRD Team at MSU
Janet Batzli - Plant Biology [U of Wisconsin]Doug Luckie - PhysiologyScott Harrison - Microbiology (grad student)Tammy Long - Plant BiologyDeb Linton - Plant Biology (postdoc)Rett Weber - Plant BiologyHeejun Lim - Chemistry EducationDuncan Sibley - GeologyRob Pennock - PhilosophyCharles Ofria - EngineeringRich Lenski - Microbiolgy*National Science Foundation