1. University of Delaware Introduction to Assessment Institute for Transforming Undergraduate Education Contributions by Sue Groh and Hal White

2. “Covering the Material” © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

3. A New Lesson Plan Is Needed © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

4. Active Learning? © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

5. Mission Accomplished © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

6. Lesson Learned: Stand and Deliver © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

7. Defining Assessment “ An assessment is an activity, assigned by the professor, that yields comprehensive information for analyzing, discussing, and judging a learner’s performance of valued abilities and skills.” - Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 Assessment is more than assigning grades: it implies ongoing interaction and communication between instructor and student.

8. Assessment Decisions Faculty Perspective: “Learning drives everything.” - Barbara Walvoord Student Perspective: “Grading drives everything.”

9. Key Questions What do I want my students to learn? How will I know if they’ve learned it? How much do I value that learning?  Learning objectives –Content knowledge –Process skills  Assessment strategies –Summative –Formative  Look at what counts towards the grade

10. Types of Assessment Summative assessment –Traditional grading for accountability –Usually formal, comprehensive –Judgmental Formative assessment –Feedback for improvement/development –Usually informal, narrow/specialized –Suggestive

11. Assessment and Learning Objectives Content KnowledgeProcess Skills Assessment Bringing content and process together

12. An Example: Probing Critical Thinking Skills in a Chem Exam Goal: to design an exam question that: goes beyond simple knowledge or comprehension uses novel situation or “real world” context involves multiple concepts requires recognition of concepts involved (analysis), their roles here (application), and how several ideas come together (synthesis)

13. Chemical Solutions: Typical Questions Calculate the vapor pressure of a solution of 5.8 g of NaCl in 100 g of water. Bloom Level: Knowledge Explain why a solution of NaCl will have a lower vapor pressure than pure water. Bloom Level: Comprehension

14. A “Critical Thinking” Exam Question The relative humidity inside a museum display case can be maintained at 75.3% by placing within the case a saturated solution of NaCl (containing excess solid NaCl). Explain, in molecular level terms, why the humidity remains constant - even when water- saturated air (100% humidity) diffuses into the case.

15. An Alternative Approach…. Design a solution-based system that could be used to maintain a constant humidity within a museum display case. Explain in molecular-level terms why this would work.

16. Bloom’s Cognitive Levels Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to a new situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions

17. Assess at Several Bloom Levels Example: Chem exam Knowledge Comprehension Application Analysis Synthesis Evaluation # of points sum 9 36 45 (D - ) 22 67 (C + ) 20 87 (A - ) 9 96 (A) 4 100

18. Evaluating Learning through Rubrics Rubric: a set of specific criteria against which a product is to be judged Criteria reflect learning objectives for that activity Several achievement levels are identified for each criterion Benchmark features indicating quality of work at each level are clearly described for each criterion Rubrics can be used for both formative and summative assessment.

19. Rubric Design Achievement Levels Criteria Objective 1 Objective 2 Objective 3 ExcellentGoodNeeds Work Not acceptable Accepted Minor Major Rejected revision revision Expert Advanced Intermediate Novice 6-5 4-3 2-1 0

20. Achievement Levels Criteria ExcellentGoodNeeds Work Not acceptable State an objective Describe characteristic features of each level of achievement Rubric Construction

21. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Realism Based on an actual or fictionalized real-world situation linking topic to learner. Contrived or contains unrealistic elements that decrease credibility. Unrealistic, lacking relevant context.

22. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Realism Based on an actual or fictionalized real-world situation linking topic to learner. Contrived or contains unrealistic elements that decrease credibility. Unrealistic, lacking relevant context. Content Addresses significant conceptual issues; directly related to major content goals. Encourages superficial rather than in-depth understanding concepts. Relevance of topic peripheral or not apparent.

23. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Realism Based on an actual or fictionalized real-world situation linking topic to learner. Contrived or contains unrealistic elements that decrease credibility. Unrealistic, lacking relevant context. Content Addresses significant conceptual issues; directly related to major content goals. Encourages superficial rather than in-depth understanding concepts. Relevance of topic peripheral or not apparent. Engagement Stimulates discussion and inquiry through its relevance and presentation. Generates limited or superficial discussion; provokes little curiosity. Lacks a “hook”; obscure or pedantic presentation.

24. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Complexity Appropriately challenging; group effort and cooperation required; some ambiguity appropriate; integrates multiple concepts. Difficult but may encourage a “divide and conquer” approach. Concepts not well integrated. Solution accessible to most students working alone; focused on single concept.

25. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Complexity Appropriately challenging; group effort and cooperation required; some ambiguity appropriate; integrates multiple concepts. Difficult but may encourage a “divide and conquer” approach. Concepts not well integrated. Solution accessible to most students working alone; focused on single concept. Resolution Open to multiple resolutions or multiple pathways to solution, depending on student assumptions and reasoned arguments. Resolution is more obvious but allows reasonable opportunity for judgment and discussion. One right answer is expected; limited opportunity for analysis and decision making.

26. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Structure Progressive disclosure via multiple stages, builds on existing student knowledge. Staging does not flow well; transition could be improved. Too much or too little information provided at once; short cuts thinking/research.

27. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Structure Progressive disclosure via multiple stages, builds on existing student knowledge. Staging does not flow well; transition could be improved. Too much or too little information provided at once; short cuts thinking/research. Questions Limited in number, short, and open-ended; encourage deeper understanding. Most are directive; preempt student- generated learning issues. Lead to “yes-no” answers rather than thoughtful discussion.

28. Rubric to Evaluate PBL Problems Descriptors Criteria 321 Structure Progressive disclosure via multiple stages, builds on existing student knowledge. Staging does not flow well; transition could be improved. Too much or too little information provided at once; short cuts thinking/research. Questions Limited in number, short, and open-ended; encourage deeper understanding. Most are directive; preempt student- generated learning issues. Lead to “yes-no” answers rather than thoughtful discussion. Research Promotes substantive research using multiple resources. Research limited to textbook material. Limited necessity for research.

29. Advantages of Rubric Use Clarifies expectations Efficient, specific feedback concerning areas of strength, weakness Convenient evaluation of both content and process learning objectives Encourages self-assessment: use as guideline Minimizes subjectivity in scoring Focal point for ongoing feedback for improvement

30. Other Ideas for Rubric Use Have students participate in setting criteria, performance descriptions –Use old student work as “data” Have students use rubric to rate own work; submit rating with assignment Others

31. Questions and Reflections