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.
-Paul Valery, The Art of Poetry
Please write responses on card used to be.Q2. What is assessment?
Q1. What is scientific teaching ?
Active used to be.
is participation to learn (accomplish goals)
is science for all...Q1. What is scientific teaching?
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.
Assessing student learning in science parallels what scientists/do as researchers.
Description: used to be.
-What is happening?
-Does ‘x’ (teaching strategy) affect ‘y’ (understanding)?
Process or mechanism:
-Why or how does ‘x’ cause ‘y’?Parallel: ask questions
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 instructionParallel: collect data
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...
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