Measures of Measures of Student Student LearningLearning

What’s Up at What’s Up at

UW-L, UW-L,

Docs?Docs?

Types of EvidenceTypes of Evidence

Students' reports of their Students' reports of their learning learning

Evidence of how students Evidence of how students actually work actually work

Students’ intellectual productsStudents’ intellectual products

Ways To Suck It Out of Ways To Suck It Out of Their BrainsTheir Brains

(aka “Collection Methods”)(aka “Collection Methods”)

Lesson Study team observationsLesson Study team observations Online discussions, “teaching Online discussions, “teaching

journals”journals” Pre- / Post- tests, surveys, diagramsPre- / Post- tests, surveys, diagrams QuestionnairesQuestionnaires Written and multimedia Written and multimedia

presentationspresentations

Ways to Make Sense of It, If Ways to Make Sense of It, If We CanWe Can

(aka “Forms of Analysis”)(aka “Forms of Analysis”) Statistical (ie, surveys, pre-/post-Statistical (ie, surveys, pre-/post-

tests)tests) Learning “Maps”Learning “Maps” Informal discussion of observationsInformal discussion of observations Feedback loopsFeedback loops RubricsRubrics

Lesson StudyLesson Study The Lesson Study concept: The Lesson Study concept:

http://www.uwlax.edu/sotl/lsp/http://www.uwlax.edu/sotl/lsp/ Biology’s population density and quality of Biology’s population density and quality of

life, using faculty team observation and life, using faculty team observation and student powerpointsstudent powerpoints

Psychology’s “Bystander Intervention” LessonPsychology’s “Bystander Intervention” Lesson using team observation and multiple written using team observation and multiple written evaluations, including a pre-/post-test.evaluations, including a pre-/post-test.

SoTL in Women’s Studies Project using team SoTL in Women’s Studies Project using team observation and course-long D2L discussions observation and course-long D2L discussions analyzed with qualitative software (similar analyzed with qualitative software (similar findings to the above) findings to the above)

Women’s Studies: A Women’s Studies: A Learning MapLearning Map

Pre-/Post- SurveysPre-/Post- Surveys

http://http://www.uwlax.edu/womensstudies/sotlwww.uwlax.edu/womensstudies/sotlwssurvey/htmwssurvey/htm

http://www.uwlax.edu/womensstudiehttp://www.uwlax.edu/womensstudies/sotlwssurveyversion2.htms/sotlwssurveyversion2.htm

Giving the Test FirstGiving the Test First

This is just like Amadou Diallo," This is just like Amadou Diallo," David Walker says. Who was David Walker says. Who was Amadou Diallo? (He was a real Amadou Diallo? (He was a real person). What happened to him? person). What happened to him? Why did it happen? Why did it happen?

““I don't know how someone could be I don't know how someone could be shot 41 times and have it claimed as shot 41 times and have it claimed as self defense for the police.  “self defense for the police.  “

Then teach, then ask Then teach, then ask againagain

““In order to deal with a problem of In order to deal with a problem of this magnitude, many levels of this magnitude, many levels of intervention are necessary. In order intervention are necessary. In order to help prevent tragedies like that of to help prevent tragedies like that of Amadou Diallo’s efforts must be Amadou Diallo’s efforts must be made at both the institutional and made at both the institutional and social levels, and from both sides of social levels, and from both sides of the color and gender barriers. . . .”the color and gender barriers. . . .”

Pre/Post DiagramsPre/Post Diagrams Problem-solving Problem-solving

modules supplement modules supplement lectures, instructor lectures, instructor models the analysismodels the analysis

Students given Students given information, asked information, asked to use it visually to to use it visually to make sense of a make sense of a biological concept biological concept

Instructors provide Instructors provide feedback on feedback on diagrams in classdiagrams in class

So, What Did They Find So, What Did They Find Out?Out?

0.00

0.20

0.40

0.60

0.80

1.00

1 2 3

Round

Ancestery

Grouping

Accuracy

*

**

*

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

Non-majors test Non-majors control Majors test Majors control

Group

Score

**

*

Feedback LoopsFeedback Loops

Anja Rossinni: Anja Rossinni: Mid-term questionnaire on lectures and Mid-term questionnaire on lectures and

in-class writing in-class writing http://www.uwlax.edu/faculty/rossinni/http://www.uwlax.edu/faculty/rossinni/Midterm%20Evaluation%202005.docMidterm%20Evaluation%202005.doc

Instructor response: Instructor response: http://www.uwlax.edu/faculty/rossinni/Rhttp://www.uwlax.edu/faculty/rossinni/RTP_BIO312improvement.htm TP_BIO312improvement.htm

Feedback LoopsFeedback Loops Terry Beck’s “Mid-Term Progress Terry Beck’s “Mid-Term Progress

Report”Report” youryour understanding of understanding of eacheach goal, an assessment of the goal, an assessment of the qualityquality of your work toward the goal, coupled with of your work toward the goal, coupled with evidence and reasoning to support your assessment of evidence and reasoning to support your assessment of quality, quality,

your sense of how the goals are integrated and your sense of how the goals are integrated and whether they are a complete set of goals for whether they are a complete set of goals for developing as a writer (or, perhaps, developing as a writer (or, perhaps, youyou need other or need other or additional goals?), additional goals?),

an estimate of how your work (overall) would translate an estimate of how your work (overall) would translate into a grade, given the grading standards and grading into a grade, given the grading standards and grading scale (no B.S., please), scale (no B.S., please),

a brief discussion of your attitudes towards writing a brief discussion of your attitudes towards writing and how they may be changing, and how they may be changing,

a discussion of how to improve your writing practice to a discussion of how to improve your writing practice to better achieve the course goals.better achieve the course goals.

Self-assigned grade and instructor-assigned gradeSelf-assigned grade and instructor-assigned grade

RubricsRubrics

Terry Beck’s writing rubrics:Terry Beck’s writing rubrics: http://www.uwlax.edu/faculty/tbeck/http://www.uwlax.edu/faculty/tbeck/

teaching_tools.htm teaching_tools.htm

Gen Ed instruments scored with Gen Ed instruments scored with rubrics, ie:rubrics, ie: 2 takes position and provides solid evidence2 takes position and provides solid evidence 1 provides evidence without taking position or 1 provides evidence without taking position or

only weakly supports positiononly weakly supports position 0 does not support position0 does not support position

GE InstrumentGE Instrument““Hi Jan,” Cindy said as they met to walk to class, “new jeans?” Hi Jan,” Cindy said as they met to walk to class, “new jeans?” “ “Yeah,” replied Jan, “they’re made from organically grown cotton without any Yeah,” replied Jan, “they’re made from organically grown cotton without any

dye.”dye.”““You’re not going all granola on me, are you?” teased Cindy. You’re not going all granola on me, are you?” teased Cindy. . . . . . . ““Hum I didn’t see that article. Well anyways I can argue against the ‘more food Hum I didn’t see that article. Well anyways I can argue against the ‘more food

to feed the hungry’ argument” Jan responded. “The US has plenty of food. I to feed the hungry’ argument” Jan responded. “The US has plenty of food. I know that some third world countries don’t have enough food, but there are know that some third world countries don’t have enough food, but there are other issues in those countries that cause food problems. You know Cindy I other issues in those countries that cause food problems. You know Cindy I don’t want to sound all negative. I do think there are some good things don’t want to sound all negative. I do think there are some good things about GM foods. I heard from my Genetics professor that there is a strain of about GM foods. I heard from my Genetics professor that there is a strain of rice being made called ‘golden rice’ that produces vitamin A. In many rice being made called ‘golden rice’ that produces vitamin A. In many countries a lack of vitamin A in the diet results in thousands of people going countries a lack of vitamin A in the diet results in thousands of people going blind a year. But if people eat this golden rice many cases of blindness can blind a year. But if people eat this golden rice many cases of blindness can be prevented. Now that in my opinion is a good thing.”be prevented. Now that in my opinion is a good thing.”

““I’m glad that you can see a positive side to this issue” replied Cindy. “You I’m glad that you can see a positive side to this issue” replied Cindy. “You know I am a bit worried too about what will happen in the future with the know I am a bit worried too about what will happen in the future with the use of GM technology. What I am worried about is making plants herbicide use of GM technology. What I am worried about is making plants herbicide resistant so that farmers can spray fields and selectively kill just the weeds. resistant so that farmers can spray fields and selectively kill just the weeds. But aren’t weeds pretty smart too and adapt. Then we could have But aren’t weeds pretty smart too and adapt. Then we could have Superweeds that cannot be killed with sprays – again not a good thing. But I Superweeds that cannot be killed with sprays – again not a good thing. But I sure am not an expert on plants and therefore should not be speculating sure am not an expert on plants and therefore should not be speculating much. Well I guess time will tell.” much. Well I guess time will tell.”

Students respond:Students respond: Using the attached newspaper articles and Using the attached newspaper articles and

graphics, take a position on whether or not graphics, take a position on whether or not GM food should be part of worldwide GM food should be part of worldwide agricultural production. Support your answer.agricultural production. Support your answer.

What is a gene?What is a gene? How might “superweeds” result from the use How might “superweeds” result from the use

of GM crops?of GM crops? Europeans are less accepting of GM foods Europeans are less accepting of GM foods

than Americans. What issues may be than Americans. What issues may be impacting the difference in acceptance of GM impacting the difference in acceptance of GM foods by Europeans versus Americans?foods by Europeans versus Americans?

And several other questions.And several other questions.

ResourcesResources

http://www.uwlax.edu/catl/http://www.uwlax.edu/catl/ http://http://

gallery.carnegiefoundation.org/gallery.carnegiefoundation.org/gallery_of_tl/castl_he.html gallery_of_tl/castl_he.html

Share Your Own Share Your Own MeasuresMeasures

http://catl.typepad.com/blog/about/http://catl.typepad.com/blog/about/index.htmlindex.html