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Assessment Research and Tools: when, why, how?. Diane Ebert-May Department of Plant Biology Michigan State University [email protected] http://first2.org. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry.

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Assessment research and tools when why how
Assessment Research and Tools:when, why, how?

Diane Ebert-May

Department of Plant Biology

Michigan State University

[email protected]

http://first2.org


The trouble with our times is that the future is not what it used to be.

-Paul Valery, The Art of Poetry


Q2 what is assessment

Please write responses on card used to be.

Q2. What is assessment?

Q1. What is scientific teaching ?


Q1 what is scientific teaching

Active used to be.

is participation to learn (accomplish goals)

Assessment

is evidence

Diversity

is science for all...

Q1. What is scientific teaching?


Q2 what is assessment1
Q2. What is assessment? used to be.

  • Data collection with the purpose of answering questions about…

  • students’ understanding

  • students’ attitudes

  • students’ skills

  • instructional design and implementation

  • curricular reform (at multiple grainsizes)


Q3. Why do assessment? used to be.

Improve student learning and development.

Provide students and faculty

substantive feedback about student understanding.

Challenge to use disciplinary research strategies to assess learning.


So what are the issues? used to be.

Claim: Faculty need to change their teaching.

Why: Data indicate students are not learning science/math.

Therefore: ... if faculty implement effective scientific teaching,

...data will show learning gains by all.

Faculty change?


Engage
Engage used to be.


True or false
True or False? used to be.

Assessing student learning in science parallels what scientists/do as researchers.


Parallel ask questions

Description: used to be.

-What is happening?

Cause:

-Does ‘x’ (teaching strategy) affect ‘y’ (understanding)?

Process or mechanism:

-Why or how does ‘x’ cause ‘y’?

Parallel: ask questions


Parallel collect data

We collect data to used to be.find out what our students know.

Data helps us understand student thinking about concepts and content.

We use data to guide decisions about course/curriculum/innovative instruction

Parallel: collect data


Parallel analyze data
Parallel: analyze data used to be.

  • Quantitative data - statistical analysis

  • Qualitative data

    • break into manageable units and define coding categories

    • search for patterns, quantify

    • interpret and synthesize

  • Valid and repeatable measures



Explore
Explore informally.


Guidelines for thinking about research

What informally. did students learn? (assessment data)

Why did students respond a particular way? (research) Significant question?

What are the working hypotheses? Relevant theory..

What has already been done? Literature says...

How and why select methods? Direct investigation...

How to analyze and interpret data?

What do the results mean? Coherent reasoning...

Are findings replicable and generalizable? Critique by peers...

Guidelines for thinking about research...


Research designs
Research Designs informally.


Data collection
Data collection informally.


Explain elaborate
Explain/ informally.Elaborate


System informally.

Model


Final assessment
Final Assessment? informally.


Ird team at msu
IRD Team at MSU informally.

Janet Batzli - Plant Biology [U of Wisconsin]

Doug Luckie - Physiology

Scott Harrison - Microbiology (grad student)

Tammy Long - Plant Biology

Deb Linton - Plant Biology (postdoc)

Rett Weber - Plant Biology

Heejun Lim - Chemistry Education

Duncan Sibley - Geology

Rob Pennock - Philosophy

Charles Ofria - Engineering

Rich Lenski - Microbiolgy

*National Science Foundation


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