1. Backwards Design & Assessment
Jenny McFarland, PhD
Edmonds Community College
SAGE 2YC Workshop
14 June 2017, Tacoma WA
Supported by NSF grant DUE

2. Outline Introductions Private Universe
What do you want your students to know and be able to do?
Background & Backwards Design

3. Assessment Groups Adrienne Andy Becca Bridget Dave V Dave M Debra
Eriks
Lynsey
Mel
Sean
Bryn
Cheryl
Chris
Daina
Keith
Kristie
Pete
Elizabeth
Gretchen
Karen B
Karen L

4. Private Universe Write on worksheet
What are your reactions (thoughts and feelings) about the video in which Harvard graduates explain seasons:
Write on worksheet
Hand out Worksheet: Backward Design worksheet
Question 1

5. Write – Pair – Share in your groups of 3-4
Your students?
What would you be most embarrassed to find that your students didn’t know or couldn’t do by the end of your course?”
Write – Pair – Share in your groups of 3-4
Question 2 from worksheet

6. What will your students remember?
What do you think will your students remember from your course(s)?
Write on worksheet
Question 3 fr4om worksheet

7. Your goals for your students
What do you want your students to know and be able to do 5 years later?
Geoscience concepts?
Skills and competencies?
Write – Pair – Share in your groups of 3-4

8. Learning Outcomes What are some of the core concepts in geosciences?
What are some of the core competencies or skills important for geoscience students?
Merge groups (form 3 larger groups) and use your worksheets – choose one person to report out.
Question 5 on worksheet. Report out what core concepts emerged from discussions

9. What is Backwards Design?
Think – Pair - Share
5 minutes

10. Backward Design What should your students be able to
DO at end of class?
LEARNING
OUTCOME
What evidence do you collect to show that they can DO it?
ASSESSMENT
What practice do you design to help them gain skill?
CLASS ACTIVITIES
Understanding by Design
Wiggins and McTighe 1998

11. Backward Design & Alignment What should your students be able to
DO at end of class?
Core Concepts & Conceptual Framework
What evidence do you collect to show that they can DO it?
Summative
Assessments
What practice do you design to help them gain skill?
Learning Activities &
Formative Assessment
Wiggins and McTighe 1998

12. Functions of Assessment
“What is the most important function of assessment for you?”
Write on worksheet
Handout worksheet 2. Use question 1
(Dirks et al. 2014, chapter 8)

13. Functions of Assessment
What are other important functions of assessment for you?
Write – Pair – Share in your groups of 3-4
Question 2 on worksheet

14. Write – Pair – Share in your groups of 3-4
Types of Assessments
What types of Summative Assessment do you use or have you used?
What types of Formative Assessment do you use or have you used?
Write – Pair – Share in your groups of 3-4
Chapters 3 and 4 in Dirks et al Assessment in the College Classroom. Summative Assessment for work that will substantially contribute to grades. Pages 45 and 46. Formative Assessment for student and instructor feedback that allows for quick corrections in practice. Pages 66b and 70.

15. Types of Assessments next year?
What types of Assessments would you like to begin using in the next year?
Formative?
Summative?
Write on worksheet.
Question 5 on worksheet

16. Types of Assessments next year?
As you try a new type of assessment, what resources might you use – other change agents, colleagues, trainings, papers, books ... ?
Write – Pair – Share in your groups of 3-4.
Merge groups (form 3 larger groups) and use your worksheets – choose one person in each group to report out.
Report out what you might try

17. Acknowledgements
This workshop was informed by the work of our Conceptual Assessment for Physiology project. It has involved contributions by physiology and A&P faculty at community colleges, liberal arts institutions, research universities and medical schools.
The CAP (Conceptual Assessment for Physiology) project team physiologyconcepts.org has been working together for the past 6 years.
Bill Cliff (Niagara University)
Jenny McFarland (Edmonds Community College)
Harold Modell (Bastyr University)
Joel Michael (Rush Medical School)
Mary Pat Wenderoth (University of Washington – Seattle)
Jennifer Doherty  (University of Washington – Seattle)
the late Ann Wright (Canisius College)
We have been supported by NSF grant DUE
This work is aligned with the recommendations of Vision & Change and the work of PULSE (the Partnership for Undergraduate Life Science Education).

18. References
American Association for the Advancement of Science (AAAS) Vision and Change in Undergraduate Biology Education: A Call to Action, Washington, DC: AAAS.
Crowe , A., Dirks, C. and Wenderoth, M.P Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology, CBE Life Science Education 6(3): 243­249.
Dirks, C., Wenderoth M.P., Withers, M. Assessment in the College Science Classroom. New York: W. H. Freeman and Company; 2014.
Schneps, M. H., Sadler, P. M., Woll, S., & Crouse, L. (1989). A Private universe. S. Burlington, VT: Annenberg Media
National Research Council (NRC) How people learn: brain, mind, experience, and school, expanded edition. Bransford J. D., Brown A. L., Cocking R. R., editors. National Academies Press; Washington, DC.
Wiggins G, McTighe J Understanding by Design, Upper Saddle River NJ: Pearson Education, Inc.

19. Thank you for your time and participation.