2. Diane Ebert-May Lyman Briggs School Department of Plant Biology Michigan State University Assessment - What Evidence do You Accept? HHMI

3. Our Team at MSU Doug Luckie - Physiology Janet Batzli - Plant Biology Scott Harrison - Microbiology Tammy Long - Ecology Heejun Lim - Chemistry Education Duncan Sibley - Geology Joyce Parker - Biochemistry

4. “Consensogram” Directions 1. Take one color-coded post-it for each question, write the question # in the corner. 2. Write a number between 0-100 on each post-it in increments of 10. 3. Do not share responses

5. “Consensogram” Questions Please respond on a scale of 0 -100 in increments of 10: 1.To what degree is your course based on active, inquiry-based learning? 2.To what degree are your course learning objectives, instructional design and assessment aligned? 3.How important is it to use multiple kinds of data to assess your students? 4.How often do I use data to make instructional decisions? 5.In my department, teaching is as important as research for graduate students (100 agree - 0 disagree). 6.In my department, effective teaching is rewarded. (100 agree - 0 disagree)

6. Goals for Today As a result of your participation in this workshop, you will... l Participate in analysis of learning: constructive, inquiry, discovery, active, problem-based, cooperative, outcomes based, project-based. l Examine course goals and predicted learning outcomes. l Use data to identify student understanding and misconceptions. l Use assessment techniques

7. True or False? Faculty really are very interested in assessing their students’ learning better, but just don’t know how to?

8. True or False? Lack of meaningful assessment in undergraduate education occurs because faculty are satisfied to be less accountable in their teaching than they are in their research.

9. True or False? Assessing student learning in science is more closely related to what scientists actually do as research than they realize.

10. Assessment in ‘Teaching’ Parallels Assessment in ‘Research’ â We collect data with a purpose. â Data we collect are aligned with a question about a problem â Questions we ask are meaningful, interesting, fundable. â Research methods and designs appropriate for question. â Instruments/techniques we use are calibrated. â We explain results in the context of our questions. â Results drive our next questions. â Our ideas are peer reviewed for publication/funding.

11. What are 3 central questions about learning? 1. What do we want our students to know and be able to do? 1.5. What evidence will we accept that students know and can do? 2. How will we help students get there?

14. Cognitive Theory “Learners are not simply passive recipients of information; they actively construct their own understanding.” Svinicki 1991

15. Ultimate goal of teaching: 1. Improved student learning. 2. Improved student learning. 3. Improved student learning.

16. What Type of Learning? Bloom (1956) described major categories in Cognitive Domain of Educational Objectives

17. Convergent Thinking Knowledge - remember material Comprehension - grasp the meaning of material Application - use learned material in new concrete situations –Adapted from Grolund (1970)

18. Divergent Thinking Analysis - break down material to understand organizational structure Synthesis - put parts together to form a new whole Evaluation - judge value of material for a purpose –Adapted from Grolund (1970)

19. Classroom Environment Teacher inspires students to struggle with the discipline - both within and outside the classroom. Teacher needs evidence from students about their progress in learning

28. What is assessment? Data collection with a purpose Courses: gather data about our students’ learning.

29. What type of data do we gather? Depends on the evidence we will accept that students have learned what we want them to learn. Data must be aligned with the course goals. Measures of knowledge, attitudes, and skills. »tests, extended responses, concept maps, »research papers, teamwork, communication

30. Basic Objectives Biology Department: Hope College …students to Be active learners - that is to learn biology by doing biology. Learn the basic set of principles and factual knowledge about each of the major areas of biology.

31. Write a Learning Goal  Individually, write a learning goal for one of your courses (in the context of the departmental objectives)  e.g., » students will demonstrate… » students will be able to …

32. Next  Share your goal with a partner in your group  Write both goals on large post-its  Beneath, write possible performance expectations

34. Functions of Assessment Data Formative: diagnostic feedback to students/instructor Summative: description of students’ level of attainment Evaluative: curricular feedback to instructor »(e.g., effectiveness of field trip, lab investigation) Educative: students engaged in interesting, challenging experiences to develop further insight and understanding (Hodson 1992)

35. In effect... Assessment IS a form of learning.

36. Goal => Assessment Students will be able to demonstrate their understanding of photosynthesis and respiration in a variety of problems. Tools: multiple forms of assessment

37. Common Misconceptions: Photosynthesis & Respiration Photosynthesis as Energy: Photosynthesis provides energy for uptake of nutrients through roots which builds biomass. No biomass built through photosynthesis alone. Plant Altruism: CO 2 is converted to O 2 in plant leaves so that all organisms can ‘breathe’. All Green: Plants have chloroplasts instead of mitochondria so they can not respire. Thin Air: CO 2 and O 2 are gases therefore, do not have mass and therefore, can not add or take away mass from an organism.

38. Multiple choice question (pre-post) Plants gain a tremendous amount of weight (dry biomass) as they grow from seed to adult. Which of the following substances contributes most to that weight gain a. compounds dissolved in soil water that are take up by plant roots b. water c. molecules in the air that enter through holes in the plant leaves d. organic material in the soil taken up directly by plant roots e. solar radiation

39. Carbon Cycle Problem (post) Two fundamental concepts in ecology are “energy flows” and “matter cycles”. In an Antarctic ecosystem with the food web given above, how could a carbon atom in the blubber of the Minke whale become part of a crabeater seal? Note: crabeater seals do not eat Minke whales. In your response include a drawing with arrows showing the movement of the C atom. In addition to your drawing, provide a written description of the steps the carbon atom must take through each component of the ecosystem Describe which biological processes are involved in the carbon cycle.

40. Antarctic Food Web

41. Radish Problem Experimental Setup: Weighed out 3 batches of radish seeds each weighing 1.5 g. Experimental treatments: »1. Seeds not moistened (dry) placed in LIGHT »2. Seeds placed on moistened paper towels in LIGHT »3. Seeds placed on moistened paper towels in DARK

42. Problem (cont) After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams. Predict the biomass of the plant material in the various treatments (use think-pair-share). »Light, No Water »Light, Water »Dark, Water

43. Results: Weight of Radish Plants 1.46 g1.63 g 1.20 g Write an explanation about the results. (Remember all treatments started as 1.5g).

44. Misconceptions => Assessment => Instruction What data do you want from the assessment? What do you do when you identify student misconceptions? How will the data influence your instructional design?

45. Gene-DNA-Chromosome l Students could explain transcription & translation but not the relation... “Gene-DNA-Chromosome.” l Concept mapping forces students to “Think different” and confront their (mis) understanding.

46. Concept Maps

47. Visual Diagrams or Models are

48. Concept Maps Visual Diagrams or Models are Reflection & Learning promotes Assessment Used for Organization

49. Concept Maps Visual Diagrams or Models are Concepts display connected with Linking Words Reflection & Learning promotes Assessment Used for Organization

50. Concept Maps Visual Diagrams or Models are Knowledge or Understanding represent Concepts display connected with Linking Words Hierarchy has Structure has Reflection & Learning promotes Assessment Used for Organization

51. Concept Maps Visual Diagrams or Models are Knowledge or Understanding represent Concepts display connected with Linking Words Hierarchy has Structure has Reflection & Learning promotes Assessment Used for Organization Context is constructed with New Information Prior Knowledge

52. Multiple Choice … … Concept Maps … … Essay … … Interview high Ease of Assessment low low Potential for Assessment of Learning high Theoretical Framework Ausubel 1968; meaningful learning Novak 1998; visual representations King and Kitchner 1994; reflective judgement National Research Council 1999; theoretical frameworks for assessment Assessment Gradient

53. Assessment and Research Assessment answers the “what” questions about student learning. Research provides explanations about the “why” and “how” of student understanding.

54. Open-ended questions Align with learning goals Align with learning goals What thinking skills do you wish to assess, choose one questioning format What thinking skills do you wish to assess, choose one questioning format »interpret data? »write conclusions from previous work? »describe? »solve a problem?

55. Writing Open-ended Questions Write a description of the situation. Write a description of the situation. Write the directions for writing. Write the directions for writing. Develop a simple rubric Develop a simple rubric »Conceptual understanding »Content knowledge »Critical-thinking processes »Communication skills

56. Goal: explain evolution by natural selection

57. Individual Problem Explain the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.

58. How do we develop rubrics? Describe the goals for the activity, problem, task Select the assessment tasks aligned with goals Develop performance standards Differentiate levels of responses based on clearly described criteria Rate (assign value) the categories

59. Scoring Rubric for Quizzes and Homework

60. Advantages of Scoring Rubrics Improve the reliability of scoring written assignments and oral presentations Convey goals and performance expectations of students in an unambiguous way Convey “grading standards” or “point values” and relate them to performance goals Engage students in critical evaluation of their own performance Save time but spend it well

61. Limitations of Scoring Rubrics Problem of criteria Problem of practice and regular use Scoring Rubric website: »http://www.wcer.wisc.edu/nise/cl1/flag/ Sample Rubrics for Organismal Biology http://www.msu.edu/course/lbs/144/f01

62. Proposal Assessment Plan - Essentials Agree on goals and objectives for learning Design and implement a thoughtful approach to planning Involve individuals from on/off campus Select/design data collection approaches Examine, share, act on assessment findings Regularly examine assessment process