Post on 23-Feb-2016
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transcript
+formative & summative assessment techniquescarol hurneyjanet branchawpatrice ludwigkris obom
+
gbio103 – contemporary biology • non-science majors
• 35 different majors• freshman, sophomores,
juniors, seniors• general education• 60-75 students per section
my journey
+course objectives
Objective 1: (the portion concerned with science) Describe the methods of inquiry that lead to mathematical truth and scientific knowledge and be able to distinguish science from pseudoscience.
Objective 4: Illustrate the interdependence between developments in science and social and ethical issues.
Objective 5: Use graphical, symbolic, and numerical methods to analyze, organize, and interpret natural phenomena.
Objective 6: Discriminate between association and causation, and identify the types of evidence used to establish causation.
Objective 8: (the portion concerned with science) Evaluate the credibility, use, and misuse of scientific and mathematical information in scientific developments and public-policy issues.
+formative adjective
of and relating to a person’s development
synonymsdevelopmentalgrowingmalleableImpressionabledetermininginfluentialshaping
+ before – during – after
in-classactivities
out-of-class activities
projects
exam preparation
+ before – during – after
in-classactivities
lectures
small groupactivities
case studies
individual activities
exams
+ before – during – after
in-classactivities
out-of-class activities readings
projects
exam preparation
+i graded everythingi expected them to read
+ beforeduringafter
in-classactivities
out-of-class activities
+a balanced approach
1
2
3
4
5
review warm-upscustomize classopening activityclicker questions
readingswarm – ups
tutorials
class activitiesinteractive lectures
clicker questionsexams
closing activitycustomize warm-up
readingswarm – ups
projects
+ the possibilities are endless…
peer instruction
reflection journal
blogs
wiki
peer critique
homework sets
online quizzes
out-of-class observations
read
reading journals
tutorials
reflection tasks
discussionquestions
classdiscussions
interactivelectures
small groupactivities
in-class writing
case studies
catsdemos
individual activities
+designing formative assessments there are no rules
+
what do you want to know about your students’ learning?what do your students want to know about their learning?you try – add something to your grid
before the exambefore the paper
+ types of writing assignments
Source: http://www.umuc.edu/ewc/faculty/index.shtml
+types of writing assignmentsscientific
lab reportresearch papergrant proposalthesisessay questionsjournal entrylab notebooksothers...
+
• minimal guidance• problems with organization
• over-engineering
common issues
+ characteristics of effective writing assignments
•assignments are provided and explained in writing•writing assignments are linked to significant course/unit objectives•specify the purpose for writing, the audience, the mode or form of the writing, and length •assessment criteria are specified •due dates are specified•longer writing projects are organized in stages
source: http://www.umuc.edu/ewc/faculty/index.shtml
+more tips
try your assignmentconnect with a librariandefine web resourcesdiscuss academic
integrity with your students
explore options for promoting academic integrity
+aligning with learning objective
learning objective
s?
formative
assessment?
teaching strategie
s?
lab report
+
assessment criteria rubrics
+ designing effective exams
before the exambefore the paper
+how do you write exams?Consider the following: How often do you do summative assessment of your
students’ learning (give an exam) during the course of a semester?
When do you write the exams? How do you ensure that your exams reflect what was
actually taught? How do you determine how much time it will take for
students to complete your exams? How do you know if the questions you’ve written are
clear and not prone to misinterpretation?What is your greatest challenge in writing
exams?
+exam writing guidelines/tips• examine early and often (low high stakes)• compose exam questions immediately after you
cover material in class to ensure appropriate “coverage”
• use learning objectives to guide the writing of exam questions
• start the test with some warm-up questions• ask a colleague (ta) to evaluate the exam for clarity,
content and alignment with your learning objectives• proofread! • give detailed instructions and allow students
sufficient time to complete each question (instructor time x 4)
• use a variety of question types
+exam question typesObjectiveMultiple ChoiceTrue / FalseMatching
ConstructedShort AnswerCompletionEssayProblem Solving
• Advantages, Disadvantages and Construction (handout)
+exampleLearning Objective Students will be able to predict and
explain changes in nervous system activity in response to drugs that alter the function of nervous system proteins.
Set up Smoking cigarettes introduces nicotine into the blood stream via the respiratory epithelium. Nicotine is a nicotinic acetylcholine (N-Ach) receptor agonist.
Questions:1.Where in the autonomic nervous system are nicotinic Ach
receptors located? (Know, SA)2.How will nicotine affect activity (the generation of electrical
signals) in the parasympathetic (& sympathetic) division of the autonomic nervous system? (App, MC)a) increase activity b) decrease activity c) no effect
3.People smoke cigarettes in the morning to help them wake up, and also after stressful events to help them relax. Explain how the nicotine in cigarettes can produce these apparently opposing effects with regard to the autonomic nervous system. (Syn, Essay)
+taxonomies and question
typesBloom’s Learning Level Sample MC Stem Question
Remember What is a typical growth rate of the azalea?
Understanding What is distinctive about the azalea compared to other spring-flowering shrubs?
Application & Analysis(critical thinking)
What happens if an azalea receives a plant food high in alkaline and low in acid?
Analysis & Evaluation(critical thinking)
Given highly acidic soil and an annual rainfall of 40 inches, what is the most effective plant food for an azalea?
Analysis & Evaluation(Problem Solving)
Your azalea is planted in full shade under the eaves of your house. Leaves are yellowing, and the plant has shown little growth in two years. What is the best treatment of this problem?
+your turnPick one of your learning objectives
Categorize it in a learning taxonomy framework (e.g. Bloom it, Fink it)
Identify (or write) an exam question to assess that learning objective
Rewrite your question in at least two other formats