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Classroom Assessment Techniques for Genetics

Classroom Assessment Techniques for Genetics. Dr. Mike Gleason Biology, GCSU. The CAT in Genetics. Nature of the beast: Mendel & Molecules Problem-solving Capture interest and impower Set stage for what comes later Key to all… is what you are doing working?.

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Classroom Assessment Techniques for Genetics

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  1. Classroom Assessment Techniques for Genetics Dr. Mike Gleason Biology, GCSU

  2. The CAT in Genetics • Nature of the beast: • Mendel & Molecules • Problem-solving • Capture interest and impower • Set stage for what comes later • Key to all… is what you are doing working?

  3. Classroom Assessment Project Cycle Classroom Research: Follow-up. What was taught and how? What was learned? Planning: Plan CAT to focus on teaching goal 9 1 2 8 CAP Cycle is similar to Backward Design of a Course -Themes -Enduring Understandings -Essential Questions Wiggin and McTighe, 1998. 3 Implementing: Teach and use CAT, analyze student feedback Responding: Interpret results, give feedback to students, evaluate effect on learning 7 4 6 5 Adapted from Angelo and Cross, 1993

  4. Focus: Genetics of Mammals, People, and Our Concerns

  5. Focus on an assessable goal • Understand sickle-cell anemia as an example of a gene that acts as a simple Mendelian trait, that is molecularly due to a simple base substitution, but is also a profound example of how a single change to a single gene effects the lives of individuals, populations, ecosystems, and evolution

  6. An assessment project for the “sickle cell” goal • Early homework (Multiple Choice Summative Assessments*) • ConcepTests, Minute Papers, Mathematical Thinking, Calling on Individual Students in Class. • Early exams • Later homework • More assessments (as above) • Finals exams *Walvoord and Anderson (1998) “Effective Grading”

  7. Field-tested Learning Assessment Guide (FLAG) For, Science, Math, Engineering and Technology Instructors http://www.flaguide.org/

  8. Teaching By Case Study Workshop Dates last year were May 22-26, 2006 (first session) June 5-9, 2006 (repeated, second session) SUNY at Buffalo 100s of Case Studies with well thought-out teaching plans and assessments Workshop teaches you how to use, design and implement. Backward Design and Assessment are major components of the workshop. http://ublib.buffalo.edu/libraries/projects/cases/case.html

  9. Genetics Pre-2005/Post-2005 Other structural changes in the class Other? e.g., SALG

  10. Share and Disseminate your Discoveries • Go to conferences • ASCB • NSF CaseStudy • NIH ELSI of Human Genome • Come back to FDW!

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