1 / 20

Meaningful and Practical Assessment of Student Learning

Meaningful and Practical Assessment of Student Learning. Ryan Kelsey ryan@columbia.edu. GOALS. Upon completion of X, students should be able to ______________. ....understand the geologic events that led to the formation of the Hudson River Basin. Better goal:

christinebrooks
Download Presentation

Meaningful and Practical Assessment of Student Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Meaningful and Practical Assessment of Student Learning Ryan Kelsey ryan@columbia.edu

  2. GOALS • Upon completion of X, students should be able to ______________. • ....understand the geologic events that led to the formation ofthe Hudson River Basin. • Better goal: • ...should be able to create a map or timeline of the events that led to the formation of the Hudson River Basin.

  3. GOALS • Upon completion of X, students should be able to ______________. • Weaker goal: • ... understand the geologic events that led to the formation ofthe Hudson River Basin. • Better goal: ... create a timeline (or map) of the events that led to the formation of the Hudson River Basin.

  4. GOALS Upon completion of X, students should be able to ______________. Some good goals: ....identify relationships between A and B themes in Xpainting or Y novel. ….design an experimental protocol to test for the presence of Y chemical. ....cite specific examples of Z when presented with a new problem. ….provide the key legal arguments for and against removing Z toxins from the river.

  5. Goals

  6. GOAL TYPES INSTRUMENTS • Content fact-based • Skill/Process scenario • Concept/System visualization • Attitudinal/Contextual journal/reflection

  7. GOAL TYPES INSTRUMENTS • Content fact-based • Skill/Process scenario • Concept/System visualization • Attitudinal/Contextual journal/reflection

  8. Scenario from Tim’s Final Project

  9. GOAL TYPES INSTRUMENTS • Content fact-based • Skill/Process scenario • Concept/System visualization • Attitudinal/Contextual journal/reflection

  10. Film Glossary

  11. GOAL TYPES INSTRUMENTS • Content fact-based • Skill/Process scenario • Concept/System visualization • Attitudinal/Contextual journal/reflection

  12. Sample Journal

  13. GOAL TYPES INSTRUMENTS • Content fact-based • Skill/Process scenario • Concept/System visualization • Attitudinal/Contextual journal/reflection

  14. SCENARIO 1 Prof E. Cology has a 1st year biology course for undergraduates, has lots of nonmajors in it, 15 students, and he wants to use an Urban Transect Lab (essentially a field trip that starts in a high density neighborhood and moves out to more rural areas) with these students. GOAL SO FAR: He wants students to understand that human settlements constitute ecosystems within larger natural ecosystems and the interplay between all the factors involved.

  15. SCENARIO 2 Prof G.I. Esse has an environmental science course for majors where she would like to ask her students to collect field data about trees and then build a map that shows tree diversity versus elevation. GOALS SO FAR: Data collection, Visualizations, Correlation, Experimental Design

  16. SCENARIO 3 Prof Sy Kologic has a course on the ethics of experimental design with human subjects. He has an assignment where students design their own experiments and then mock run them with classmates that he isn’t satisfied with because they are friends with each other, so there is a level of trust not present in real studies. GOAL SO FAR: Get students to take on the point-of-view of a researcher make good ethical choices in experimental design. Appreciate the value of ethical behavior for good science.

  17. What Scenarios Do You Have?

  18. THANKS! Ryan Kelsey ryan@columbia.edu

More Related