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At the end of this workshop scholars will be able to:• Describe the role of formative assessment in learning.• Explain why assessments should be aligned to learning
objectives and outcomes.• Evaluate different types of assessment activities to find
those that are aligned best with the learner’s abilities and level of understanding to be assessed.
• Develop aligned assessment activities to provide evidence of learning to both the instructor and learner.
workshop learning objectives (outcomes):
I am a junior majoring in biology. I usually get A’s in my courses; only a few B’s so far in college. I totally breezed through high school. It was so easy. I’m think that I might go to graduate school or medical school.
This semester, I enrolled in introductory microbiology. I approach this class like most others—I attend lecture (have only missed two this semester!), read the textbook (usually before class, if I have time), and turn in the homework if it’s going to be graded. Prof. Lopez is great; he’s really well organized and follows the book closely. The homework has been helpful for learning the terms and information.
The first midterm exam in this course was NOT what I expected. None of the questions were multiple choice. Instead, we had to write out short (and sometimes LONG) answers. I barely finished it in the 2-hour exam period. Plus, three of the questions tested us on things we never learned and skipped stuff we had covered in class. For example, we learned about a specific example of the lac operon in class last week. I worked really hard to memorize all the important steps in the process, and then it wasn’t even on the test. But there was this question about asking us to “describe a strategy that bacteria use to regulate gene expression and explain why such a strategy might have been selected for over time.” How am I supposed to know about that? I got a 72% on that test. What a crock!
Handelsman, Miller & Pfund (2007) Scientific Teaching
What went wrong?
go to: b.socrative.comenter code: GX2MXSME
link
©2010 Michael Palmer
aligned courseWhat knowledge/skills do your
students already have?
What experiences do your students bring to
the course?
Why are the students taking the course?
What misconceptions do your students have ?
change throughout
course
Assessment
What is assessment?
A method to determine whether of not students learned (or accomplished) the learning objective.
Evaluate and determine if the students are learning what they are supposed to learn.Measuring student learning. Assessment is how we monitor student's ability to learn.No real idea to be honest. A method or means of measuring learning.
A way of determining what students actually understand and at what level they understand.To find out if what you think you are teaching them is what they are learning.
Assessment is a process of measuring how effectively a course or program accomplishes its goals.
A tool that is used to measure how well students have met the learning goals the educator has defined. It can also provide information to the educator about the effectiveness of their teaching methods.Tools used to measure student understanding and inform teaching practices.A way of evaluating effectiveness of teaching and learning.
Student-focusedTeacher-focusedOther Just in Time
AssessmentWhat is role of assessment in teaching and learning?
It gives instructors a way to monitor student learning.Helps us to understand where the problem is and figure out how to improve teaching and learning.To assure that students are learning what we intend them to be learning in the course. Assessment is used to plan, implement, and modify courses.
It is how I know that students have learned a concept or idea. Not only how they have learned but at what level they are learning it.
To gauge student learning for give formative feedback to help students in the learning process or to determine final learning gains using a summative instrument. If done correctly it should guide teaching and learning both.
To find out if you are being successful in your teaching, and to show the student where their misconceptions are.
Teaching strategies can be modified based on the results of assessment to improve learning outcomes.
A consistent and defined way of improve teaching (iterative process of assessment, adaptation of practices, repeat).
Assessment should be aligned with learning outcomes and should help us identify whether or not we've taught the materials effectively. It should include lots of low-stakes practice (formative assessment) and culminate in summative assessment(s).
In the formative form it is to inform teaching and learning. What do I (my students) know and what do we need to work on. In the summative form it informs instructors and students about level of knowledge.
Student-focusedTeacher-focusedOther Just in Time
Assessment? Assessment a way of providing students and teachers with
information regarding students' progress towards achieving the learning objectives. Evidence.
The role of assessment in teaching and learning is to provide feedback to both the teacher and the student. It allows teachers to tell whether their teaching methods have been effective or whether they need to re-teach a particular concept. On the other hand, it allows students to identify misconceptions and gaps relating to the new content being learned. It also allows students to identify if they are studying effectively.
Lets student interact with the material and practice skills
Why do we assess / question?
•Gather evidence on student learning (evaluation)•Improve a course•Improve our teaching•Improve society (?)•Get feedback on student understanding•Elicit misconceptions•Guide your own instructional decisions•Make expectations clear to students•Provide feedback to students•Give students an opportunity to gauge their progress•Help guide student studying and learning behavior
Guide students
Guide improvements
Guide teaching
Learner
assessments
instructional activtiies
learning objectives
(outcomes)
• What evidence can show that students have achieved the desired results? • What assessment tasks and other evidence will anchor our curricular units and
thus guide our instruction? • What should we look for, to determine the extent of student understanding?
Wiggins and McTighe (2013) Understanding by Design
Novice to Expert• According to Donald Rumsfeld: “There are known knowns. There are
things we know that we know. There are known unknowns. That is to say, there are things that we now know we don't know. But there are also unknown unknowns. There are things we do not know we don't know.”
unconscious unknowing:don’t know what you
don’t know
unconscious knowing:don’t know how you know
what you know
conscious unknowing:know that you don’t
know
conscious knowing:know how you know
what you know
Novice Expert• Content: coherent structure of
concepts.• Describes nature, established by
experiment.• Prob. Solving: Systematic concept-
based strategies. Widely applicable.
GOAL: use assessments to guide learning, build skills, and measureprogression from novice to expert
• Content: isolated pieces of information to be memorized.
• Handed down by an authority. Unrelated to world.
• Problem solving: pattern matching to memorized recipes.
Learner
Ambrose 2010 How Learning Workshttp://www.cwsei.ubc.ca/resources/tools.htm
formative • Adjective – of and relating to a
person’s development• of and relating to a pedevelopment• Synonyms
– Developmental– Growing– Malleable– Impressible– Determining– Influential
• Purpose – “brief, low-stakes activities that students do in order to give both themselves and the teacher feedback about their level of understanding.”
Stephen Chew in Chronicle of Higher Education
summative • Adjective – of and relating to a
summation• of and relating to a pedevelopment• Synonyms
– Additive– Cumulative
• Purpose – higher-stakes activities that are “cumulative in nature and is utilized to determine whether students have met the goals or student learning outcomes at the end of a course, unit, or program.”
what types of activities can you use for formative assessments?
http://padlet.com/sea10/formative
what types of activities can you use for formative assessments?
• One minute paper• Muddiest point• Clicker questions- ConcepTest• Empty Outlines• One sentence summary• Productive Study-Time Logs• Misconception/Presumption Check• Compare/contrast• Concept maps• Concept sketches• Examine lab notebooks• Course discussion board/blogging
see also engaugements file on wiki
Endpoint: learning objectives and outcomes – summative assessmentswhat students will know upon completion of this course/unit/class
Starting point: prior knowledge and misconceptionswhat students know
Roadmap: formative assessments and learning activitieshow students will reach goal- What gear is needed?- What are the intermediate
steps along the way?- How will instructor and
students know they are making progress?
Designing Aligned Assessments
Where’s the start?Assessing prior knowledge, gaps in knowledge, and misconceptions
Self-assessment:• How familiar are you with ___?
a) never heard of it.b) heard of it but don’t
remember much.c) know what it is and can
explain what it does.d) know what it is, when and
how to use it.
Remember:• Recall does not mean students can apply.• Look for misconceptions as well as concepts.• What is missing can be as informative as what is reported.
?
Multiple Choice Quiz: • include common
misconceptions as options• use both information
retrieval and application questions
Brainstorm:• ask leading question or pose
a scenario, have students generate answers
Concept maps:• get an overview of what
key ideas students know and how they think ideas are connected.
traditional approach to teaching – Prof. Lopezyou’ve read the book and sat through the
lectures
now you’re the expert
ready, set, go!!
developing understanding through formative assessments- add some steps along the way -
practice, practice, practice (reinforcement)increase complexity over time (scaffolding)
To develop mastery, students must acquire component skills and knowledge, practice integrating them, and know when to apply them.
acquire component skills and knowledge
practice skills and using knowledge
know when and how to apply skills and knowledge
mastery
Ambrose 2010 How Learning Works
Jigsaw activity-• Formative assessments Dr. Lopez could have
used in his class addressing the following course level learning objective.
Learning Objective: students will understand that bacteria are able to sense the environment around them and integrate that information to alter gene expression.
Course Snap Shot
Micrb202: Introductory Microbiology Laboratory (IQB)
3 sections, up to 36 students per section2nd semester freshmen – first bio lab class
taught by a faculty member with 2 learning assistantsWed/Fri 2 hours
Goal(s)By the end of this course • you will have a strong foundation in scientific inquiry and be prepared to apply
these skills in future science courses.• you will be able to evaluate issues in “real-life” making you a life-long educated
consumer of science• you will have the technical skills and fundamental concepts to address important
questions confronting microbiologists in a variety of professions from medicine to environmental microbiology.
Inquiry-Based Intro Micro Lab
Inquiry Based Traditional
basics provided, students seek additional information as needed
background information generally all provided
array of materials provided students decide what to use materials students told what
materials to use
protocols providedtechniques
protocols provided
used to address scientific question focal point of experiment
student-directed experimental designteacher-directed, step-by-step instructions
driven by scientific question driven by technique
open-ended outcomes known in advance
active role as researchers role of students passive role following directions
help students formulate experiments role of teacher tell students what to do
contrasting lab approaches
scientific method
concepts of microbiologyexperimental techniques
formulate a clear questiondevelop a testable hypothesisplan an experimentevaluate and synthesize datacommunicate findings
Utilize:sterile techniquekey microbiological
methodslaboratory safety
Discuss:microbial evolutionenvironmental influence on microbesmicrobial interactionsidentify an unknown microbe
learning objectives/outcomes
IQB approach
Students will beable to:
Course Design• seven modules• lab guides - background, experimental challenge,
key questions, relevant protocols- online quiz on major concepts taken before each
module starts• design experiment - hypothesis, predictions,
controls- brainstorming, group problem solving, peer and
instructor review• perform experiment• evaluate data and draw conclusions- discuss with peers and instructors- compare results with other groups
• keep lab notebook• make classroom a scientific community
- discuss have periodic class mini-conferences• communicate findings - written lab report or oral
presentation
Experiment 3: Bacterial Behavior- Motility and Chemotaxis One of the distinguishing characteristics of animals is their ability to move in response to stimuli that originate from within their own bodies or from the outside world. Many of us are attracted to the smell of fresh-baked chocolate chip cookies and repelled by the aroma of a recently antagonized skunk. An animal moving rapidly toward an object it recognizes as food or fleeing a harmful chemical are examples from the repertoire of responses known as animal behavior. Even the simplest and smallest animals exhibit behaviors within their own sensory capabilities…
ResourcesYou can find basic information about flagella and chemotaxis in any microbiology textbook.Online resource with an overview of bacterial motility, flagella, and taxis:http://textbookofbacteriology.net/structure_2.html Key conceptBacteria behave in response to stimuli.
ChallengeWe will use two different assays to determine if your pets are motile and chemotactic . We will also provide you with a plate of swimming E. coli and an assay to determine if a substance is an attractant or a repellent. Develop a hypothesis about E. coli’s responses to different compounds- we will provide you with some sugars and amino acids. You are also welcome to bring in other substances that you would like to test.
Key Questions• What advantages does chemotaxis provide for a bacterium?• High concentrations of repellents increase the tumbling time of E. coli. How does this help the bacteria move
away from the repellent?• Different bacteria chemotax towards different chemicals. Why might this be?• Some bacteria are not motile. What factors in their environment might allow them to flourish without self-
propelled motility?• Penicillium notatum is not motile. However, it spreads over the surface of a petri dish and can even spread from
one piece of bread to another. How might either of these behaviors occur in the absence of self-propelled motility?
conce
pts
tech
niq
ues
sim
ple
com
ple
x
pet microbe
environmental influences on
microbial growth
microbial metabolism
microscopy
selective and differential
growth media
purification of bacteria
count bacteria
identification of unknown
antibiotic resistance
measurements
motility assays
bacterial motility and chemotaxis
environmental influences on
microbial behavior
motility assays
pathogenesis
host-pathogen interactions
purification of bacteria/fungi
microscopy
identification of unknown
skin microbiome
host-pathogen interactions
evolution
environmental microbiology
antibiotic resistance
measurements
identification of unknown
count viruses
microscopy
purification of bacteria/virus
es
random vs. adaptive mutation
host-pathogen interactions
evolution
count viruses
isolate mutants
bread, mold, and the
environment
environmental influences on
microbial growth
host-pathogen interactions
microscopy
bioenergy
environmental microbiology
microbial metabolism
microbial fuel cell
course modules:reinforcement and scaffolding
Day 1intromini-
lecture-
background micro-exp to design
- overview of
procedure
reading:basic micro
concepts
P. acnes/ph
age
WedMon Tu FriThSa/Su
preclass online quiz on readingsbasic knowledge
think-pair-share-brainstorm • list 3 factors that could influence antibiotic resistance of P. acnes Analyze Data Table on
host range of P. acnes & phage•describe, interpret, apply
•students explain what they might find
Objective: Students will grasp basic concepts of microbiome.Students will be familiar with overview of P. acnes and that there are phage that infect P. acnes
Objective: Students will begin to design experiment.
in class
out of class
1
2 3
1
2
3
Mini-Lecture• skin microbiome
• sebaceous gland
•overview of unit
• start thinking abt experiments to design
•overview of procedures
Pre-class• skin microbiome- textbook
•Ted Talk podcast
•pop. press article about P. acnes/phage
Week 1
activity assessment
notebook check
Objectives: Students will understand (how & why) procedures to be followed.Students will make connections to previous units.Students will understand the experimental strategy for purification of bacteriophage (Day 2).
preclass online quiz •purpose of main steps
•sterile techniqueknowledge level
Week 2
Day 2Initial
Isolation
Day 3phage
purification
reading:lab manual
phage morpholog
y
WedMon Tu FriThSa/Su
in class
out of class
3
reading:lab manual
Fill-in worksheet/flowchartdo as teams - go over as class•why purify phage?•2nd approach to get phage
1
3
Lab work
Pre-class• lab manual - isolation steps
notebook checkpreclass online quiz•purpose of each step in phage purif.
• i.d. of phage- plaque and capsid morph.
knowledge/apply level
2Pre-class
• lab manual - phage purification
21
Plaques?
yes no
Starter activity- worksheet/flowchartLab work
Purify!how?why?
Find those phage!how?
notebook check
notebook check
activity assessment
Motivational methods: • Relate experiments to real world• Give students ownership of experiments• Treat students like scientists
Formative assessments:• Pre-class quizzes (3 tries)• In class activities - design experiments, analyze data (own and from liter-
ature)• Notebook checks• Informal questions while circulating in class• Students can repeat some activities until they master them
Summative assessments:• Lab reports (graded by rubric), rewriting allowed• Key questions – apply learning• No lab practicums – must master methods to identify and keep pet alive• Oral reports
Does it work?
informal observations• students get microscopes themselves to examine a
sample• students ask for materials for controls• students discuss amongst themselves experimental
design and results• lab notebook checks show learning - improved
hypotheses, controls• self-reporting on SRTEs
- ...involved thought and understanding. It was very helpful having the instructors come around and asking questions to be sure we understood why and what we were doing not just to make sure we followed a procedure correctly.
- This course built on the material we learned in the beginning and continued to build on it, which personally helped me retain the information more than just about every course I have ever taken.
- The student query aspect of the course allowed me to learn that most that I possibly could have from MICRO 202. I really enjoyed asking my own questions for each experiment and feeling as though I had autonomy to set up the experiment as I saw fit to answer my questions. I believe that the set-up of this course allowed me to become a more confident science student and that I now have more of a sense of how to work in lab setting--it is now common sense to me to start with a hypothesis, to figure out what controls to set up to make sure that I can distinguish true results from inconclusive data...I don''t think I could have done that nearly as well without this course.
• applications from departmental majors for independent research - 60% of IQB section, 17% of all other 11 sections
Learning objectives
1. Studentprior knowledgemisconceptionsskills
2. ContentIdentify components of concept.How are concepts integrated?How are concepts applied?How are concepts used in real world?
3. DeliverableChoose learning activity and concept/skill to be assessed.Decide level of learning to assess.Ensure assessment is appropriate for desired learning outcome. Ensure assessment will give desired evidence of learning.Consider how assessment will be evaluated.
Designing Aligned Assessments
Your turn• Develop formative assessment aligned to your
learning objective/outcome.• Pair with another scholar to share your assessments• Give feedback!
Learning Objective
Taxonomy Level/Categor
yFormative
AssessmentsSummative Assessment
Alignment Grid
https://www.flickr.com/photos/gforsythe/8204963410/sizes/z/in/set-72157626965187420/
The most important method of education . . . always has consisted of that in which the pupil was urged to actual performance. —Albert Einstein, Ideas and Opinions, 1954/1982, p. 60
References• Connecting Learning Goals and Assessments Workshop by Stephanie
Chasteen (CU-SEI), 2011 http://www.cwsei.ubc.ca/resources/workshops.htm
• Assessment strategies, Assessments ASM 2013_Obom_6.13.13.pptx Biology Scholars 2013 Assessment Residency
• Ambrose, S. et al. How Learning Works, 2010, Jossey-Bass a Wiley Imprint, San Francisco
• Handelsman, J. et al. Scientific Teaching, 2007, WH Freeman and Company, New York
• Carl Wieman Science Education Initiative at UBC http://www.cwsei.ubc.ca/resources/index.html
• Wiggins and McTighe, 2013, Understanding by Design Expanded 2nd Edition, ASCD