JOE CHIHADE - CHERRY DANIELSON ELLEN IVERSON HHMI ASSESSMENT WORKSHOP

INTRODUCTIONS Welcome Why are we here? Introductions with Grant Projects

LEARNING OUTCOMES Goals You will identify the student learning goals/outcomes for your grant project What do you want your students to be able to do or demonstrate when they have finished your course/module?

CHARACTERISTICS OF LEARNING OUTCOMES What things do you want your students to gain from their learning experience? Knowledge Skills Attitudes Behaviors Also, do these outcomes make sense considering the time you have available? To what degree do you think you can affect them?

REVIEW OUTCOMES Can you tell what the learning goals are? Is the range of specificity appropriate? (Too broad? or too narrow?) How could it be made clearer? What would you add or subtract?

LEARNING GOALS What types of things did you find helpful from your reviewer? What difficulties or confusion still exists in your mind regarding learning goals or outcomes?

LEARNING OUTCOMES

THE LEARNING ENVIRONMENT Goals You will identify a collection of environmental Aspects that will undergird your innovative curricular project. You will identify teaching methods that you will use. You will understand the use of paired survey instruments.

THE LEARNING ENVIRONMENT Understanding what the environment will be like for your curricular innovation relative to student learning.

ASPECTS OF THE LEARNING ENVIRONMENT What makes a strong teaching activity? Research/Literature based list 4 Groups represent the whole student Looking for gaps

DOT AND POST-IT ACTIVITY Learning Environment List Highlight PINK – Primary aspects you intend to use YELLOW – Less frequent aspects you intend to use Cam’s Example

DOT AND POST-IT ACTIVITY Dots – Put your initials on the dots Place dots on posters matching each highlighted area on the learning environment list Post-its – Write a brief description of what the primary aspects will look like in your course/module. Put your initials on each post-it. Cam’s example

THE POST-ITS ACTIVITY INTENTIONS Help Faculty see where their own methods map onto the framework Help us flesh out the instrument with new items that fit into one or more of the categories.

THE BIG PICTURE Goal You will appreciate how innovative course development sits within the learning environment of your class/course module and how it relates to the goals of the HHMI grant.

HHMI 7 – INTEGRATED SCIENCE AND MATH EDUCATION Curricular development that builds explicit linkages between specific pairs or sets of courses Cohort programs that support the persistence of students in science and math Incorporating authentic research experiences into coursework, and enhancing student-faculty research experiences Providing opportunities for students to engage in community- based learning and community-based research, where student apply their learning in a real-world context Providing opportunities for students to review, deepen, and integrate their previous learning by teaching others at Carleton and in the community

A 3 A2A2 3 LEVELS OF ASSESSMENT A A A A

CAT #1 To what degree did the Dot and Post-its Activity help you to see where your methods map onto the framework? What is the muddiest point of that exercise?

DAY 2 Recap Yesterday’s Activities

CAT #1 To what degree did the Dot and Post-its Activity help you to see where your methods map onto the framework? What is the muddiest point of that exercise?

CAT #1

MUDDIEST POINT

A TIMELINE OF ASSESSMENT Goals Draft a project timeline that plots your own learning outcomes, learning environment, and assessments. Understand the value of positioning assessments among the learning elements to scaffold learning.

QUALITIES OF ASSESSMENT Formative and summative Direct and indirect Graded and not graded Group and individual Measurement or an indicator (proxy) Linked to a particular outcome Covers at least some of the dimensions of the learning outcome 51 CATs – Angelo and Cross SERC - Website

A TIMELINE FOR ASSESSMENT THE CONCEPT Across the time of your project/course/module. Find the strategic timing for: activities and assignments that scaffold learning learning environment pedagogy using assessments to reinforce learning or inform next steps asking students to demonstrate learning

TIMELINE KEY 1.Learning Outcomes 2.Course Activities/Assignments 3.Learning Environment 4.Formative Assessments 5.Summative Assessments

TIMELINE OF ASSESSMENT

GEO EXAMPLE Materials: Mary Savina’s Geo Course Description & Schedule Mineral Resources – Activity Drinking Water – Assignment and writing prompt Natural Hazards – Assignment and writing prompt One-Minute papers (2) Think like a Geologist Prompt Rubric for final exam/writing

SMALL GROUPS Read – GEO Course Description & Schedule Draw the timeline arrow across a10-wk term Mark off the 10 weeks Mark the mid-term Write two outcomes at the end of the term.

LEARNING ENVIRONMENT Acquaint yourself with other course materials Place course activities on timeline Identify the learning environment Highlight Pink and Yellow aspects Place learning environment aspects on the timeline

USING FORMATIVE AND SUMMATIVE ASSESSMENTS Identify places in the term where you can support student learning with formative assessments Place the formative assessments on the timeline Identify how and when will students demonstrate that they have achieved the outcomes? Place summative assessment on the timeline.

LARGE GROUP DISCUSSION Discuss the GEO Example What are the sticking points in this exercise?

INDIVIDUAL PROJECT TIMELINES Create a timeline for your project Plot these elements of your project Learning Outcomes Learning Environment Assessments 1 hour

SHARE With grant partners or pairs Large Group

INNOVATIVE PROBLEM SOLVING DISCUSSION A good term? A better term? Common understanding? Measurable?

CLOSING DISCUSSION What would reporting look like that would help you and help us? What prompt should we give you?

LUNCH AND EVALUATIONS Please complete a workshop evaluation before you leave. Questions? Contact: Joe, Ellen, Cherry