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This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). Questions, contact education-AT-unavco.org
ASSESSMENTS & RUBRICS
MODIFIED FROM PRESENTATIONS BY
ELLEN IVERSON (SERC) AND DAVID STEER (U OF AKRON)
The webinar begins at:10 am PT | 11 am MT | 12 pm CT | 1 pm ET
For audio, call: 1-877-668-4490(or 1-408-792-6300)
Access Code: 571 156 064Password: mar20
Press *6 to mute and unmute(but hopefully we won’t need any muting)
GOALS FOR THIS WEBINAR
By the end of the webinar you will be able to:
1. Define and use typical terminology associated with outcomes, assessments, and rubrics
2. Propose assessments for different outcomes and levels
3. Access and use the GETSI Materials Design Rubric – particularly for Guiding Principles, Goals, and Assessments
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
A. Grand ChallengesB. Interdisciplinary problems
(geoscience & social science tied together)
C. Nature and methods of scienceD. Authentic geodesy data and
inquiryE. [System thinking]
Must score 100% - 15/15
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
LEARNING GOALS AND OUTCOMES
What is required from the Materials Development Rubric?
• Learning outcomes describe measureable geoscience literacy goals
• Instructions and/or rubrics provide guidance for how students meet learning goals
• Learning outcomes and goals are appropriate for the intended use of the course/module
• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students
• Learning outcomes and goals address the process and nature of science and development of scientific habits of mind
Must score 13/15 on this section
LEARNING OUTCOMES
Learning Outcomes are the intended results of the teaching activities
• Cognitive: What do they know?
• Affective: What do they care about?
• Behavioral: What can they do?
WRITING LEARNING OUTCOMES
• Describe conditions under which behavior is to be performed
• Use action verbs
• State Criteria
• Add the product, process or outcome
From Climate Unit: After completing this unit, students will be able to correctly distinguish between forced and unforced climate change.
LEARNING OUTCOMES
Learning Outcomes target different levels of learning
• Mastery: complex tasks likely to have varying levels of progress
• Developmental: lower level tasks required before moving on
LEARNING GOALS AND OUTCOMES
What is required from the Materials Development Rubric?
• Learning outcomes describe measureable geoscience literacy goals
• Instructions and/or rubrics provide guidance for how students meet learning goals
• Learning outcomes and goals are appropriate for the intended use of the course/module
• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students
• Learning outcomes and goals address the process and nature of science and development of scientific habits of mind
Must score 13/15 on this section
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
ASSESSMENTS AND MEASUREMENTS
What is required from the Materials Development Rubric?
• Assessments measure the learning goals
• Assessments are criterion referenced
• Assessments are consistent with course activities and resources expected
• Assessments are sequenced, varied and appropriate to the content
• Assessments address goals at successively higher cognitive levels
Must score 13/15 on this section
ASSESSMENTS AND MEASUREMENTS
There are two broad categories of assessments:
• Formative: While the learning is occurring– Purpose to monitor student learning
– Immediate feedback
– Help students & faculty identify weaknesses
– Low stakes
• Summative: After learning has occurred– Purpose to evaluate learning against some benchmark
– High stakes (graded)
ASSESSMENTS AND MEASUREMENTS
What are formative and summative assessment strategies that you find most effective?• FORMATIVE
• Eric – every 15 minutes stop and do exercise where students can quickly fill in and instructor can quickly see what they have or not really shows who is lost and who is bored (not graded)
• Sarah – does a lot of informal formative; move between groups to listen and ask questions; something quick interviews of each other of knowledge; drawing excellent
• Muddiest point; 1-minute paper• SUMMATIVE
• Eric – similar items are included in homework • Sarah – pretty regular problem sets that mimic what is done in class;
then move on to more complex and analytical• Sarah – likes to do project and quizzes – usually final is a project• Eric – always has too many students for projects• Projects can be hard to target – students may go off in other direction
LOOK AT SOME CURRENT GETSI EXAMPLES
ASSESSMENTS AND MEASUREMENTS
What will the assessment team need?Enough assessment opportunities to conclusively
demonstrate the level of learning achieved
• Unit-level (learning outcomes)
– Both formative and summative
• Module-level (module goals)
– SUMMATIVE
– These assessments need to show what students know and are able to do as related to the broader goals
LEARNING GOALS AND OUTCOMES
What is required from the Materials Development Rubric?
• Learning outcomes describe measureable geoscience literacy goals
• Instructions and/or rubrics provide guidance for how students meet learning goals
• Learning outcomes and goals are appropriate for the intended use of the course/module
• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students
• Learning outcomes and goals address the process and nature of science and development of scientific habits of mind
Must score 13/15 on this section
ASSESSMENTS AND MEASUREMENTS
What is required from the Materials Development Rubric?
• Assessments measure the learning goals
• Assessments are criterion referenced
• Assessments are consistent with course activities and resources expected
• Assessments are sequenced, varied and appropriate to the content
• Assessments address goals at successively higher cognitive levels
Must score 13/15 on this section
WHAT ARE SCORING RUBRICS?
Scoring rubrics are descriptive scoring schemes used to evaluate effort
Two Major Types
• Holistic: set of descriptions used to assign a score to the whole
• Analytic: Set of components that are independently evaluated (sum for score)
DESIGNING RUBRICS
• Determine the most important attributes needed to evaluate the Learning Outcome
• Decide analytic or holistic
• Define levels
Success Part Way There Needs Work
GOOD RUBRICS
• Have clear criteria – Each criteria is distinct, clearly delineated and fully
appropriate for the outcome
• Have distinctive levels– Each level is distinct and progresses in a clear and logical
order
• Can be used reliably by multiple raters• Provide guidance to learners
– Rubric serves as primary reference point for discussion and guidance as well as evaluation of assignment(s)
• Support Metacognition– Rubric is regularly referenced and used to help learners
identify the skills and knowledge they are developing throughout the program
HOLISTIC EXAMPLE
Outcome: Students will demonstrate the ability to properly process and interpret data
0 1 2 3 4
Unacceptable Poor Acceptable Good/Solid Exemplary Score
Student unable to process or interpret data sets without significant
errors.
Student processes and interprets data sets with significant errors.
Student processes and interprets data sets with some errors.
Student processes and interprets data sets with only minor errors.
Student properly processes and interprets each data set.
ANALYTICAL EXAMPLE
Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles
in their curriculum