1 / 13

Using formative and summative assessment to systematically develop scientific thinking

Department Concerns . Our majors and other studentsCouldn't distinguish correlational from causal claims in scientific literature OR the popular pressCouldn't distinguish descriptive, predictive, and explanatory questionsDidn't truly understand the Scientific Method. Identified Scientific Thi

guinevere
Download Presentation

Using formative and summative assessment to systematically develop scientific thinking

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. Using formative and summative assessment to systematically develop scientific thinking Jon Mueller Professor of Psychology North Central College http://jonathan.mueller.faculty.noctrl.edu

    2. Department Concerns Our majors and other students Couldn�t distinguish correlational from causal claims in scientific literature OR the popular press Couldn�t distinguish descriptive, predictive, and explanatory questions Didn�t truly understand the Scientific Method

    3. Identified Scientific Thinking Outcomes E.g., Identify scientific questions Distinguish between descriptive, predictive, and explanatory questions Evaluate and apply congruency between scientific question, methodology, and conclusion Identify errors, biases, and distortions�

    4. Created Department Test Scientific Thinking Assessment Rubrics Aligned with outcomes Piloted in 2006-07/Administered in 2007-08 Mean score = 64.5%

    5. Embed Skills in Curriculum Began with Intro Psych Shift to scientific literacy focus More formally � 2007-08 Identified skills to emphasize at 100-level E.g., correlation or causation?

    6. PSY 100: Curricular Design Introduce scientific thinking skills Describe/illustrate/discuss Formative assessments Research and popular press articles Evaluate claims and evidence

    7. Good Skill Development Instruction/modeling Practice Feedback Reflection

    8. Formative Assessments: Grading (+)/(-) (+) = �good faith effort� Adapted from Barbara Walvoord 90% (+) = 60 pts 80% (+) = 48 pts 70% (+) = 36 pts Quick to score / lots of practice

    9. Summative Assessments Brief paper assignments Exam essay questions Capturing real-world situations

    10. Adapt to 200 Level Social Psychology course Used brief assignments Same skills with more sophisticated material Skills introduced in 100 more developed

    11. Future Plans Adapt model to other 200-level courses Expand to 300/400-level courses Use assessment data to continuously inform instruction and curriculum

    12. ? Questions For Me? Jon Mueller jfmueller@noctrl.edu Slides: http://jonathan.mueller.faculty.noctrl.edu/aacu08.ppt

    13. Questions For You

More Related