+ formative & summative assessment techniques carol hurney janet branchaw patrice ludwig kris obom

+ gbio103 – contemporary biology non-science majors 35 different majors freshman, sophomores, juniors, seniors general education students per section my journey

+ course objectives Objective 1:(the portion concerned with science) Describe the methods of inquiry that lead to mathematical truth and scientific knowledge and be able to distinguish science from pseudoscience. Objective 4:Illustrate the interdependence between developments in science and social and ethical issues. Objective 5: Use graphical, symbolic, and numerical methods to analyze, organize, and interpret natural phenomena. Objective 6: Discriminate between association and causation, and identify the types of evidence used to establish causation. Objective 8: (the portion concerned with science) Evaluate the credibility, use, and misuse of scientific and mathematical information in scientific developments and public-policy issues.

+ formative adjective of and relating to a person’s development synonyms developmental growing malleable Impressionable determining influential shaping

+ before – during – after in-class activities out-of-class activities projects exam preparation

+ before – during – after in-class activities lectures small group activities case studies individual activities exams

+ before – during – after in-class activities out-of-class activities readings projects exam preparation

+ i graded everything i expected them to read

+ beforeduringafter in-class activities out-of-class activities

+ a balanced approach review warm-ups customize class opening activity clicker questions readings warm – ups tutorials class activities interactive lectures clicker questions exams closing activity customize warm-up readings warm – ups projects

+ the possibilities are endless… peer instruction reflection journal blogs wiki peer critique homework sets online quizzes out-of- class observations read reading journals tutorials reflection tasks discussion questions class discussions interactive lectures small group activities in-class writing case studies cats demos individual activities

+ designing formative assessments there are no rules

+ what do you want to know about your students’ learning? what do your students want to know about their learning? you try – add something to your grid

+ types of writing assignments Source:

+ types of writing assignments scientific lab report research paper grant proposal thesis essay questions journal entry lab notebooks others...

+ minimal guidance problems with organization over-engineering common issues

+ characteristics of effective writing assignments assignments are provided and explained in writing writing assignments are linked to significant course/unit objectives specify the purpose for writing, the audience, the mode or form of the writing, and length assessment criteria are specified due dates are specified longer writing projects are organized in stages source:

+ more tips try your assignment connect with a librarian define web resources discuss academic integrity with your students explore options for promoting academic integrity

+ aligning with learning objective learning objectives ? formative assessmen t ? teaching strategies ? lab report

+ assessment criteria rubrics

+ designing effective exams

+ how do you write exams? Consider the following:  How often do you do summative assessment of your students’ learning (give an exam) during the course of a semester?  When do you write the exams?  How do you ensure that your exams reflect what was actually taught?  How do you determine how much time it will take for students to complete your exams?  How do you know if the questions you’ve written are clear and not prone to misinterpretation?  What is your greatest challenge in writing exams?

+ exam writing guidelines/tips examine early and often (low  high stakes) compose exam questions immediately after you cover material in class to ensure appropriate “coverage” use learning objectives to guide the writing of exam questions start the test with some warm-up questions ask a colleague (ta) to evaluate the exam for clarity, content and alignment with your learning objectives proofread! give detailed instructions and allow students sufficient time to complete each question (instructor time x 4) use a variety of question types

+ exam question types Objective Multiple Choice True / False Matching Constructed Short Answer Completion Essay Problem Solving Advantages, Disadvantages and Construction (handout)

+ example Learning Objective Students will be able to predict and explain changes in nervous system activity in response to drugs that alter the function of nervous system proteins. Set up Smoking cigarettes introduces nicotine into the blood stream via the respiratory epithelium. Nicotine is a nicotinic acetylcholine (N-Ach) receptor agonist. Questions: 1.Where in the autonomic nervous system are nicotinic Ach receptors located? (Know, SA) 2.How will nicotine affect activity (the generation of electrical signals) in the parasympathetic (& sympathetic) division of the autonomic nervous system? (App, MC) a) increase activity b) decrease activity c) no effect 3.People smoke cigarettes in the morning to help them wake up, and also after stressful events to help them relax. Explain how the nicotine in cigarettes can produce these apparently opposing effects with regard to the autonomic nervous system. (Syn, Essay)

+ taxonomies and question types Bloom’s Learning LevelSample MC Stem Question RememberWhat is a typical growth rate of the azalea? UnderstandingWhat is distinctive about the azalea compared to other spring-flowering shrubs? Application & Analysis (critical thinking) What happens if an azalea receives a plant food high in alkaline and low in acid? Analysis & Evaluation (critical thinking) Given highly acidic soil and an annual rainfall of 40 inches, what is the most effective plant food for an azalea? Analysis & Evaluation (Problem Solving) Your azalea is planted in full shade under the eaves of your house. Leaves are yellowing, and the plant has shown little growth in two years. What is the best treatment of this problem?

+ your turn  Pick one of your learning objectives  Categorize it in a learning taxonomy framework (e.g. Bloom it, Fink it)  Identify (or write) an exam question to assess that learning objective  Rewrite your question in at least two other formats