1. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Learning Goals and Assessments David Steer The University of Akron InTeGrate Assessment Team Lead Joshua Caulkins The University of Rhode Island InTeGrate Webinar Coordinator and Assessment Team Member

2. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Introduction to Learning Goals Joshua Caulkins The University of Rhode Island

3. Webinar “learning goal” goals Become informed of overall learning goal framework Define the structure of learning goals Review characteristics of good learning goals

4. Assessment Framework Student Learning goals Assess Them Analyze the Data Make Changes as Warranted

5. Why Learning Goals? Let other faculty and students know what the course/module is all about Provide a “big picture” view of the course/module Good pedagogical practice Required by InTeGrate (and most accreditation agencies for that matter)

6. What are Learning Goals? Statements of learning consistent with the aims or purposes of the course/module and its curriculum Provide a framework for determining the more specific educational objectives of a course/module

7. Characteristics of Good Learning Goals Clarify what you want students to accomplish Effectively communicate expectations to students Help you select methods, materials and assignments that are appropriate Help guide development of assessments that show what students have learned

8. Developing Good Learning goals Determine what you want students to know and be able to do at completion of the course/module Select an appropriate upper- level Bloom's taxonomy action verb for each Specify performance criteria Write the goals and objectives Bloom’s Taxonomy modified by Anderson and Krathwohl, 2001 http://www.unco.edu/cetl/sir/stating _outcome/documents/Krathwohl.p df

9. Good Outcome Action Verbs: Remembering (recognizing and recalling) – What, who, when, how … Understanding (explaining) – What would happen if, compare, summarize, describe, clarify … Applying (executing) – Use these steps to …, solve this problem using the method of …, apply this formula to …. See http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdfhttp://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf Note: It is best to avoid LOs that include verbs such as know, be aware, appreciate, learn, understand, comprehend or become familiar with because they are difficult to observe and measure.

10. Good Outcome Action Verbs: Analyzing (differentiating) - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce. Evaluating (making judgments) – Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Estimate, Defend. Creating (generating) Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast. See http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdfhttp://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf

11. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Designing and Aligning Assessments David Steer The University of Akron

12. Webinar assessment goals Know what we mean by assessment in the context of InTeGrate Design/evaluate an assessment strategy by … – Thinking about a major learning goal – Deconstructing critical elements of that goal – Developing elements of an appropriate summative assessment – Considering appropriate ways to evaluate student work

13. Types of Assessment Diagnostic – Purpose to determine current state of learning (Pre- tests/surveys/self assessments) Formative – Purpose to monitor student learning – Immediate feedback – Low Stakes Summative – Purpose to evaluate learning Measured against a benchmark or standard High stakes (graded) Appropriate for cognitive level

14. Webinar goals Know what we mean by assessment in the context of InTeGrate Design/evaluate an assessment strategy by … – Thinking about a major learning goal – Deconstructing critical components of that goal – Developing elements of an appropriate summative assessment – Considering appropriate ways to evaluate student work

15. Assessment development strategy Write one or two learning goals related to the “use of authentic and credible geoscience data” as it relates to your course and/or module. Take a couple of minutes to write your goal(s). Make use of authentic and credible geoscience data Type your goal(s) into the chat box.

16. Designing Summative Assessments Consider the goal(s) being assessed – How would you like to assess this goal? Essays Lab Report Writing Assignment Project or Performance Concept Map Exam or quiz question(s) See examples here: http://serc.carleton.edu/NAGTWorkshops/assess/types.htmlhttp://serc.carleton.edu/NAGTWorkshops/assess/types.html Write out a brief description of your assessment(s) as based your goal. Type your assessment description into the chat box.

17. Designing Summative Assessments Bloom’s Taxonomy modified by Anderson and Krathwohl, 2001 http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf What is the bloom’s level of your assessment? Discuss.

18. Designing Summative Assessments Consider the goal being assessed – Develop rubrics Holistic: set of descriptions used to assign a score to the whole Analytic: Set of components that are independently evaluated (sum for score) See examples at: http://serc.carleton.edu/NAGTWorkshops/assess/rubrics.htmlhttp://serc.carleton.edu/NAGTWorkshops/assess/rubrics.html Consider the assessment you just chose. What type of rubric is most appropriate and how would you assign scores?

19. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Learning goals and assessments We have time for discussion and/or questions.

20. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Upcoming InTeGrate Webinars… Using Metacognition – Friday, June 5, 2015 9am PST / 10am MST / 11am CST / 12pm EST InTeGrate Design Rubric – Fri, June 12, 2015 9am PST / 10am MST / 11am CST / 12pm EST Systems Thinking – To Be Announced