Assessment research and tools when why how
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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


Assessment research and tools when why how

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

Q2. What is assessment?

Q1. What is scientific teaching ?


Q1 what is scientific teaching

Active

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?

  • Data collection with the purpose of answering questions about…

  • students’ understanding

  • students’ attitudes

  • students’ skills

  • instructional design and implementation

  • curricular reform (at multiple grainsizes)


Assessment research and tools when why how

Q3. Why do assessment?

Improve student learning and development.

Provide students and faculty

substantive feedback about student understanding.

Challenge to use disciplinary research strategies to assess learning.


Assessment research and tools when why how

So what are the issues?

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


True or false

True or False?

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


Parallel ask questions

Description:

-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 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

  • 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


Parallel peer review

Ideas and results are peer reviewed - formally and/or informally.

Parallel: peer review


Explore

Explore


Guidelines for thinking about research

What 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


Data collection

Data collection


Explain elaborate

Explain/Elaborate


Assessment research and tools when why how

System

Model


Final assessment

Final Assessment?


Ird team at msu

IRD Team at MSU

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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