Developing Classroom Formative Assessment · sama tetapi bola A beratnya dua kali ganda berat B....

WORKSHOP FORWORKSHOP FORMATRICULATION LECTURERSMATRICULATION LECTURERS

July 15July 15--18, 200218, 2002

Developing Classroom Formative Assessment

Promenade Hotel, Kota Promenade Hotel, Kota KinabaluKinabalu

Matrix 2002Matrix 2002--QuotesQuotes

“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.” -Source:"Implementing the Seven Principles:

Technology as Lever" by Arthur W.Chickering and Stephen C. Ehrmann


QUOTESQUOTES

“I cannot teach anybody anything, I can only make them think” - Socrates.

“I never teach my pupils, I only attempt to provide the conditions in which they can learn’ - Einstein.

“Education consists mainly in what we have unlearned” - Mark Twain.

Matrix 2002Matrix 2002--FocusFocus

Workshop Focus: Formative AssessmentWorkshop Focus: Formative Assessment

öBenchmarking YOUR Newtonian thinking on Force and Motion to detect the need for remedial

öIdentify YOUR learning styles to best match learning & teaching styles

öSelf assessment using specific operational objectives –examples from Dr. JJ’s Thermo class to enhance learning.

Matrix 2002 Matrix 2002 -- FocusFocus

Workshop Focus: Formative AssessmentWorkshop Focus: Formative Assessment

öChoose a topic & develop

Concept maps

Specific operational objectives

Probing questions

Matrix 2002Matrix 2002--MotivationMotivation

Quantity vs. Quality Quantity vs. Quality ––SPM ResultsPetaling District - Physics

SPM Results

CMCM

12.0

7.2

5.0

3.1

15.2

10.4

7.1

3.2

10.27.47D, 8D, 9F

11.99.35C, 6C

15.413.93B, 4B

21.118.11A, 2A

% for 2000N=4322

% for 2001N=3746

Grades

Matrix 2002Matrix 2002--MotivationMotivation

Quantity vs. Quality Quantity vs. Quality ––SPM ResultsPetaling District - Physics

SPM Results

CN=2530

MN=1181

CN=1823

MN=1345

N=3746

43.8

26.5

18.4

11.3

42.5

28.8

19.9

8.8

17.415.27D, 8D, 9F

20.319.15C, 6C

26.228.53B, 4B

36.037.11A, 2A

% for 2000% for 2001Grades

Matrix 2002Matrix 2002--ThermoThermo

End of semester student evaluation:

I memorized most of the equations in physics and not really understanding

them.100.068Total20.9; 61.842Agree53.7; 16.211Unsure25.4; 22.115Disagree

PercentMay; Nov

Frequency

Q2A

Q2A

5.003.001.00

Perc

ent

70

60

50

40

30

20

10

0


“…. But introductory physics that emphasizes computation misses something essential -comprehensioncomprehensioncomprehension - a gut feeling for the concepts…..”

Paul G. Hewitt, Conceptual Physics

End of semester student evaluation:

My conceptual understanding in physics

is weak

10068Total16.4; 61.842Agree62.7; 14.710Unsure20.9; 23.516Disagree

PercentMay; Nov

Frequency

Matrix 2002Matrix 2002--ThermoThermo

Q1A

Q1A

5.003.001.00

Perc

ent

70

60

50

40

30

20

10

0

MotivationMotivationMatrix 2002Matrix 2002--FCIFCI

✔ Weak reasoning ability in explaining physics central ideas about force & motion

✔ Inability to represent a physical situation pictorially & verbally

✔ Lack of power to verbally translate a mathematical equation and vice-versa

Matrix 2002Matrix 2002--FCIFCI

MotivationMotivation

✔ So much effort and dedication was put into the teaching (the traditional way) by lecturers to instill knowledge BUT the result does not reflect the effort & dedication

✔ Mismatch between teaching & learning?✔ The TOOL is not the most effective?


Instrument: FCIInstrument: FCI

✔ FCI (30 items multiple-choice)– designed to be meaningful to students

without formal training in mechanics– probes beliefs over a wide range of

Newtonian concepts on force & motion– Probes effectiveness of instruction


Instrument: MBTInstrument: MBT

✔ MBT (26 items multiple-choice)– designed to emphasize concepts that

cannot be grasped without formal knowledge of mechanics


Diagnostic ToolDiagnostic Tool--FCI 6 dimensionsFCI 6 dimensions✔ Kinematics: Discrimination of position, velocity,

acceleration. Constant acceleration. Vector addition

✔ First Law: No net force=unchanging speed, direction

✔ Second Law: Constant force=const. Acceleration


Diagnostic ToolDiagnostic Tool--FCI 6 dimensionsFCI 6 dimensions✔ Third Law: For impulsive & continuous force

✔ Superposition: Vector sum. Cancelling forces

✔ Kinds of forces: Solid contact: passive, impulsive, friction opposing motion. Fluid contact: air resistance. Gravitation: acceleration independent of weight. Parabolic trajectory.


Results & DiscussionResults & Discussion

Newtonian Thinker thresholdFCI score > 60%

Newtonian ThinkerFCI score > 85%

FCI/MBT correlationFCI score < 60% unlikely to surpass 60%

on MBT


Results & DiscussionResults & Discussion

Focus on the gainsAverage Gain , G

G = %Posttest, Sf - %Pretest, Si

Standardized Average gain <g><g> = G / Max G

where max G = 100 - %Si


Instrument: FCI Instrument: FCI -- Q1Q11. Dua biji bola A dan B mempunyai saiz yang

sama tetapi bola A beratnya dua kali ganda berat B. Bola-bola tersebut dijatuhkan serentak daripada bumbung sebuah bangunan dua tingkat. Masa yang diambil untuk bola-bola tersebut sampai ke tanah ialah:

Matrix 2002Matrix 2002--FCIFCI--FCIFCI

Instrument: FCI Instrument: FCI -- Q1Q1(A) bola A mengambil masa separuh sahaja masa

yang diambil oleh bola B.(B) bola B mengambil masa separuh sahaja masa

yang diambil oleh bola A.(C) lebih kurang sama.(D) bola A lebih cepat sampai tetapi tak semestinya

separuh masa yang diambil oleh bola B.(E) bola B lebih cepat sampai tetapi tak semestinya

separuh masa yang diambil oleh bola A.


Instrument: FCI Instrument: FCI -- Q6Q66.Arah laluan manakah dalam gambarajah di

sebelah kanan yang akan diikuti oleh bola setelah ianya keluar daripada saluran padakedudukan “r” dan bergerak di atas permukaan meja tanpa geseran?


Instrument: FCI Instrument: FCI -- Q6Q6

Matrix 2002Matrix 2002--CHANGECHANGE

Drawing of an old woman. Or is it a young one? From Harvard-Radcliffe Cognitive Science Society, Caly Budin, Pres.

Views on LearningViews on LearningChange Principle:

It is very difficult to change an established mental model substantially.

Reading & listening to lectures, for most students, are ineffective ways to change their mental models. or removing misinterpretation..

Instrument: FCI Instrument: FCI -- Q15Q15Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuah kereta keciluntuk menghantarnya ke bandar seperti yangdigambarkan di bawah.


15.Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam;


Instrument: FCI Instrument: FCI -- Q15Q15

(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengan daya lori menolak kereta

(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecil berbanding dengan daya lori menolak kereta

(C)daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besar berbanding dengan daya lori menolak kereta


Instrument: FCI Instrument: FCI -- Q15Q15(D)oleh kerana injin kereta hidup, maka ia

mengenakan tolakan terhadap lori tetapi lori tidakmengenakan tolakan terhadap kereta kerana injin lori tidak dihidupkan. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta

(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta

Instrument: FCI Instrument: FCI -- Q19Q19Matrix 2002Matrix 2002--FCIFCI

19.Kedudukan dua buah blok pada turutan selamasa 0.20 saat diwakili oleh kotak-kotakbernombor dalam gambarajah di bawah. Blok-blok tersebut sedang bergerak ke kanan.

Matrix 2002Matrix 2002

Instrument: FCI Instrument: FCI -- Q19Q1919.Adakah ketikanya blok-blok tersebut

mempunyai kelajuan yang sama?

(A)Ya.(B)Ya iaitu pada kedudukan 2.(C)Ya iaitu pada kedudukan 5.(D)Ya iaitu pada kedudukan 2 dan 5.(E)Ya iaitu pada suatu ketika diantara

kedudukan 3 dan 4.


Instrument: FCI Instrument: FCI -- Q21Q21Sebuah roket yang berada di angkasa "hanyut" kekanan dari "a" ke "b" tanpa pengaruh daya luaran. Pada kedudukan "b", enjin roket dihidupkan untuk mendapatkan tujahan (daya terhadap roket) seragamyang bertegak lurus kepada garis "ab". Tujahan inidikekalkan sehingga roket tiba di titik "c".


Instrument: FCI Instrument: FCI -- Q21Q2121. Laluan manakah yang ditunjukkan di bawah

yang akan mewakili pergerakan roket darititik "b" ke titik "c"?


Instrument: FCI Instrument: FCI -- Q25Q2525. Seorang wanita mengenakan suatu daya yang

malar secara mendatar terhadap sebuah kotak yang besar. Kotak tersebut kemudiannya nnya bergerak dengan kelajuan “v0” merentasi tasi permukaan lantai. Daya malar yangatar yang dikenakan oleh wanita tersebut:


Instrument: FCI Instrument: FCI -- Q25Q25(A)sama nilainya dengan berat kotak yang ditolak(B)lebih besar nilainya daripada kotak yang ditolak(C)sama nilainya dengan jumlah daya yang

menentang pergerakan kotak(D)lebih besar daripada jumlah daya yang

menentang pergerakan kotak(E)lebih besar daripada kedua-dua iaitu berat kotak

dan jumlah daya yang menentang pergerakankotak


FCI FCI -- ComparedCompared ✝✝✝ Hake’s

Score Trad (14) N=2048

IE (48) N=4458

Gain na na <g> 0.23 0.48 SD 0.04 0.14

Hake, R.R., “ A six-thousand -student survey of mechanics test data for introductory physics courses”, AJP, 66, 64-74 (1998)


FCI FCI -- ComparedComparedFCI %Score MBT %Score * University Code

University FCI %Score Post FCI% Score Gain Mean GainUiTM Mean 21.29 22.23 0.94 0.012

N 1016.00 703.00Std. Deviation 8.40 8.87

UiTM/ADP Mean 38.09N 47.00Std. Deviation 15.26

UKM Mean 22.34 28.87 6.54 0.084N 177.00 74.00Std. Deviation 9.94 14.09

USM Mean 36.53 34.39 -2.14 -0.034N 120.00 202.00Std. Deviation 14.51 15.05

UPM Mean 27.94N 84.00Std. Deviation 13.22

Total Mean 23.35 25.45 2.10 0.027N 1360.00 1063.00Std. Deviation 10.86 12.06


FCI FCI -- ComparedComparedFCI %Score MBT %Score * GFIZCODGFIZCOD FCI %Score Post FCI% Score Gain Mean Gain

1 Mean 40.27 42.44 2.17 0.036N 86.00 60.00Std. Deviation 16.24 15.84





FCI FCI -- ComparedCompared

FCI %Score MBT %Score * GenderGender FCI %Score Post FCI% Score Gain Mean Gain





FCI FCI -- ComparedComparedFCI %Score MBT %Score * Education LevelEducation Level FCI %Score Post FCI% Score Gain Mean Gain

1 Mean 23.11 22.84 -0.27 -0.004N 767.00 601.00Std. Deviation 9.96 9.08






FCI FCI -- ComparedComparedFCI %Score MBT %Score * Type of School AttendedType of School Attended FCI %Score Post FCI% Score Gain Mean Gain





5 Mean 28.18 28.18 0.282N 11.00Std. Deviation 7.21



FCI FCI -- ComparedComparedFCI %Score MBT %Score * SPM SubjectSPM Subject FCI %Score Post FCI% Score Gain Mean Gain





FCI FCI –– YOUR SCOREYOUR SCOREFCI %Score Matrix

FCI %Score MBT% Score1 Mean 40.00 41.00

N 22.00 22.00Std. Deviation 4.08 4.04

Newtonian Thinker thresholdFCI score > 60%

Time to ReflectWhere do you go wrong?

How are your initial beliefs affect your answer?

Matrix 2002Matrix 2002--ILSILS

ILSILS--Maximize LearningMaximize Learning

Match teaching to favored methods to acquire knowledge

AVOID using pictures to teach the blind

AVOID using audio to teach the deaf

Four domains with 2 styles per domain


ILSILS--Information Handling DomainsInformation Handling Domains

Active 67% Sensing 57%

Reflective 32% Intuitive 42%

Processing Perception

learn best by doing something physical with the information

prefer data and facts.

do the processing in their heads

prefer theories & interpretations of factual information


Visual: 69% Sequential 71%

Verbal 30% Global 28%

Input Understanding

prefer charts, diagrams and pictures.

easily make linear connections between individual steps

prefer the spoken or written word.

must get “big picture” before individual pieces fall into place




Learning Styles Lecture Characteristics

67% Active 32% Reflective (Passive)

57% Sensing 42% Intuitive

69% Visual 30% Verbal 28% Global 71% Sequential

Learning Styles vs. Lecture


ILSILS--EXPERTSEXPERTSIndex of Learning Styles for all experts(Overall)

Negative Balance Positive-1 0 1 Total

Process Count 31 20 51Process % 61 39 100Perceive Count 39 12 51Perceive % 76 24 100Input Count 49 2 51Input % 96 4 100Understand Count 30 1 20 51Understand % 59 2.0 39 100


ILSILS--EXPERTSEXPERTSIndex of Learning Styles for all experts

V NegativeNegative Balance Positive V. Positive-2 -1 0 1 2 Total

Process Count 1 13 32 5 51Process % 2 25 63 10 100Perceive Count 4 15 28 4 51Perceive % 8 29 55 8 100Input Count 19 19 13 51Input % 37 37 25 100Understand Count 5 3 34 8 1 51Understand % 10 6 67 16 2 100


ILSILS--StudentsStudentsIndex of Learning Styles for all students (Overall)

Negative Balance Positive-1 0 1 Total

Process Count 107 2 58 167Process % 64 1 35 100Perceive Count 94 73 167Perceive % 56 44 100Input Count 141 1 25 167Input % 84 1 15 100Understand Count 101 1 65 167Understand % 60 1 39 100


ILSILS--StudentsStudentsIndex of Learning Styles for all students

V NegativeNegative Balance Positive V. Positive-2 -1 0 1 2 Total

Process Count 6 30 114 15 2 167Process % 4 18 68 9 1 100Perceive Count 8 21 115 22 1 167Perceive % 5 13 69 13 1 100Input Count 37 60 62 8 167Input % 22 36 37 5 100Understand Count 3 22 124 16 2 167Understand % 2 13 74 10 1 100

So What do you do with the info?Taylor your teaching style

Matrix 2002 Matrix 2002 –– Deep LearningDeep Learning

Specific Operational ObjectivesSpecific Operational ObjectivesRelate to Socratic questions

Focus on specific knowledge

Focus on specific skills

Helps to develop deep learning

Helps to solve conceptual and numerical problems

Matrix 2002 Matrix 2002 –– Deep LearningDeep Learning

Socratic QuestionsSocratic Questions--EgEgWhat is a system?

What are properties?

How are properties related to energy?

What are states?

What causes a process? How to physically change of state?


Concerns on Learning: Missing LinksConcerns on Learning: Missing Links

ƒAcknowledge that students “have” materials and they “make sense” of it before coming to our physics class.

ƒHelp students confront their incorrect beliefs to induce significant learning.

ƒWays to help students comprehend concepts that they cannot naturally build.

ƒGet students to actively engage in the learning.


QuotesQuotes

ConfuciousConfucious

I hear and I forget – Visual learner

I see and I remember – Visual learner

I do and I understand - Active & sequential learner


CHANGECHANGENever comforting but necessary

Reflect the fun & exciting student days

Reflect dry & boring student days

Imitate the good one but improve on the dry ones

Matrix 2002Matrix 2002--ENDEND

The End??The End??

Only for this session!!

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