This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE ). Questions, contact education-AT-unavco.org A SSESSMENTS & R UBRICS M ODIFIED FROM PRESENTATIONS BY E LLEN I VERSON (SERC) AND D AVID S TEER (U OF A KRON ) The webinar begins at: 10 am PT | 11 am MT | 12 pm CT | 1 pm ET For audio, call: (or ) Access Code: Password: mar20 Press *6 to mute and unmute (but hopefully we won’t need any muting)

G OALS FOR THIS W EBINAR By the end of the webinar you will be able to: 1.Define and use typical terminology associated with outcomes, assessments, and rubrics 2.Propose assessments for different outcomes and levels 3.Access and use the GETSI Materials Design Rubric – particularly for Guiding Principles, Goals, and Assessments

L INKING G OALS AND P ROCESS : T HE M ATERIALS D ESIGN R UBRIC 1.Guiding Principles 2.Learning Goals and Outcomes 3.Assessment and Measurement 4.Resources and Materials 5.Instructional Strategies 6.Alignment 7.GETSI-specific Instructional Strategies A.Grand Challenges B.Interdisciplinary problems (geoscience & social science tied together) C.Nature and methods of science D.Authentic geodesy data and inquiry E.[System thinking] Must score 100% - 15/15

Identify Module Learning Goals Identify teaching & learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources T HE A PPROACH

L EARNING G OALS AND O UTCOMES What is required from the Materials Development Rubric? Learning outcomes describe measureable geoscience literacy goals Instructions and/or rubrics provide guidance for how students meet learning goals Learning outcomes and goals are appropriate for the intended use of the course/module Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section

L EARNING O UTCOMES Learning Outcomes are the intended results of the teaching activities Cognitive: What do they know? Affective: What do they care about? Behavioral: What can they do?

W RITING L EARNING O UTCOMES Describe conditions under which behavior is to be performed Use action verbs State Criteria Add the product, process or outcome From Climate Unit: After completing this unit, students will be able to correctly distinguish between forced and unforced climate change.

L EARNING O UTCOMES Learning Outcomes target different levels of learning Mastery: complex tasks likely to have varying levels of progress Developmental: lower level tasks required before moving on

L EARNING G OALS AND O UTCOMES What is required from the Materials Development Rubric? Learning outcomes describe measureable geoscience literacy goals Instructions and/or rubrics provide guidance for how students meet learning goals Learning outcomes and goals are appropriate for the intended use of the course/module Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section

L INKING G OALS AND P ROCESS : T HE M ATERIALS D ESIGN R UBRIC 1.Guiding Principles 2.Learning Goals and Outcomes 3.Assessment and Measurement 4.Resources and Materials 5.Instructional Strategies 6.Alignment 7.GETSI-specific Instructional Strategies

A SSESSMENTS AND M EASUREMENTS What is required from the Materials Development Rubric? Assessments measure the learning goals Assessments are criterion referenced Assessments are consistent with course activities and resources expected Assessments are sequenced, varied and appropriate to the content Assessments address goals at successively higher cognitive levels Must score 13/15 on this section

A SSESSMENTS AND M EASUREMENTS There are two broad categories of assessments: Formative: While the learning is occurring – Purpose to monitor student learning – Immediate feedback – Help students & faculty identify weaknesses – Low stakes Summative: After learning has occurred – Purpose to evaluate learning against some benchmark – High stakes (graded)

A SSESSMENTS AND M EASUREMENTS What are formative and summative assessment strategies that you find most effective? FORMATIVE Eric – every 15 minutes stop and do exercise where students can quickly fill in and instructor can quickly see what they have or not  really shows who is lost and who is bored (not graded) Sarah – does a lot of informal formative; move between groups to listen and ask questions; something quick interviews of each other of knowledge; drawing excellent Muddiest point; 1-minute paper SUMMATIVE Eric – similar items are included in homework Sarah – pretty regular problem sets that mimic what is done in class; then move on to more complex and analytical Sarah – likes to do project and quizzes – usually final is a project Eric – always has too many students for projects Projects can be hard to target – students may go off in other direction

L OOK AT SOME CURRENT GETSI EXAMPLES

A SSESSMENTS AND M EASUREMENTS What will the assessment team need?  Enough assessment opportunities to conclusively demonstrate the level of learning achieved Unit-level (learning outcomes) – Both formative and summative Module-level (module goals) – SUMMATIVE – These assessments need to show what students know and are able to do as related to the broader goals

L EARNING G OALS AND O UTCOMES What is required from the Materials Development Rubric? Learning outcomes describe measureable geoscience literacy goals Instructions and/or rubrics provide guidance for how students meet learning goals Learning outcomes and goals are appropriate for the intended use of the course/module Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section

A SSESSMENTS AND M EASUREMENTS What is required from the Materials Development Rubric? Assessments measure the learning goals Assessments are criterion referenced Assessments are consistent with course activities and resources expected Assessments are sequenced, varied and appropriate to the content Assessments address goals at successively higher cognitive levels Must score 13/15 on this section = rubrics

W HAT ARE S CORING R UBRICS ?  Scoring rubrics are descriptive scoring schemes used to evaluate effort Two Major Types Holistic: set of descriptions used to assign a score to the whole Analytic: Set of components that are independently evaluated (sum for score)

D ESIGNING R UBRICS Determine the most important attributes needed to evaluate the Learning Outcome Decide analytic or holistic Define levels Success Part Way There Needs Work

G OOD R UBRICS Have clear criteria – Each criteria is distinct, clearly delineated and fully appropriate for the outcome Have distinctive levels – Each level is distinct and progresses in a clear and logical order Can be used reliably by multiple raters Provide guidance to learners – Rubric serves as primary reference point for discussion and guidance as well as evaluation of assignment(s) Support Metacognition – Rubric is regularly referenced and used to help learners identify the skills and knowledge they are developing throughout the program

H OLISTIC E XAMPLE Outcome: Students will demonstrate the ability to properly process and interpret data

A NALYTICAL E XAMPLE Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles in their curriculum