Designing and Assessing Mini-lessons Ellen Iverson and Kristin O’Connell SERC at Carleton College September 2013 Workshop

Have open on your computer (both linked from agenda): One of your lessons Workspace discussion

Why Strong Assessments are Needed? What did you want students to take away from this activity? What did students take away from the activity?

Consider the goal being assessed by deconstructing it into its critical elements Link critical elements to cognitive levels Match elements to assessments Select appropriate type of scoring rubric Design an aligned assessment strategy:

Consider the goal being assessed by deconstructing it into its critical elements Link critical elements to cognitive levels Match elements to assessments Select appropriate type of scoring rubric

Consider the goal being assessed What are the critical elements of that goal? Find one of the learning goals from your mini-lesson- paste it into the discussion thread ( What are the critical elements students should know and be able to do that are related to that goal?- consider, then type it in the discussion as a reply

Design an aligned assessment strategy: Consider the goal being assessed by deconstructing it into its critical elements Link critical elements to cognitive levels Match elements to assessments Select appropriate type of scoring rubric

Link Critical Elements to Cognitive Levels What constitutes learning for each element? What are the cognitive levels being addressed? Where does your learning goal fit on this chart? –Type as a reply in the discussion thread

Design an aligned assessment strategy: Consider the goal being assessed by deconstructing it into its critical elements Link critical elements to cognitive levels Match elements to assessments Select appropriate type of scoring rubric

Match Elements to Assessments Look back at your learning goal What were the critical elements you want students to know or do? How might you measure your learning goal?

Match Elements to Assessments Essay question Lab report Writing Assignment Problem set Presentation Concept Map Exam question(s) Discussion “Clicker” question Think about your learning goal and type in a possible assessment strategy as a reply in the discussion thread

Look back at your learning goal What were the critical elements you want students to know or do? What is the cognitive learning level? –Is it low level – knowledge/comprehension? Multiple choice exam question or think-pair share –Is it medium level – application? Concept map or problem set –Is it high level – synthesis? Essay question or assigned paper Match Elements to Assessments

Design an aligned assessment strategy: Consider the goal being assessed by deconstructing it into its critical elements Link critical elements to cognitive levels Match elements to assessments Select appropriate type of scoring rubric

Select an Appropriate Type of Scoring Rubric Types of rubrics –Holistic: set of descriptions used to assign a score to the whole Example –Analytic: set of components that are independently evaluated (sum for score) Example (InTeGrate Materials rubric) Consider the assessment you chose – What type of rubric is more appropriate? – How would you assign a score?

Assessment Methods All with defined and reproducible criteria (answer key or rubric): Forced-choice or short answer questions Short or extended essay questions Concept maps Concept sketches Knowledge surveys Oral presentations Poster presentations Problem sets

Why Strong Assessments are Needed? What did you want students to take away from this activity? What did students take away from the activity?

Questions??

Consider the goal being assessed Poor: Expose student to GeoMapApp and introduce it as a valuable tool that they could use in their own research. Better: Students understand the features (e.g., forearc, backarc, etc.) produced at subduction zones and specifically, where oceanic plates meet, and how we use different types of data to see these features. Best: Students should be able to demonstrate a correct mental picture of crustal and lithospheric structure.

Consider the goal being assessed examples: Students will be able to: Predict which rivers might discharge organic carbon of relatively high or relatively low radiocarbon content, and which continental shelves margins might be sites of intense carbon cycling vs efficient burial. Describe how seismic sections work, including the idea of two-way travel time and varying seismic velocities Compare P-T paths recorded by metamorphic rocks to thermal model predictions of P-T paths Distinguish between erosion and accretionary subduction margins

Rubric example: