1. Applying Principles of Learning Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org...from Assessment to Research

3. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry

4. Assess an inquiry-based, learner-centered classroom Examine goals/assessments Analyze data to improve instruction Use data to move from assessment to research Choose research designs Figure out if the rewards are worth “it” Objectives: you will be able to.....

5. Engage Explore Explain Assess Learning Cycle

6. Engage

7. Question 1 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

8. Question 2 Science should be taught as it is practiced. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

9. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

10. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

11. Question 5 Large lectures are active learning environments. Please respond on a scale of 1-5: 5=strongly agree; 4=agree; 3=neutral; 2= disagree; 1=strongly disagree

12. What percent of your time do you spend conducting research about student learning of your discipline? Question 6 Please respond on a scale of 0 - 100 in increments of 10:

13. In my department, excellence in teaching is rewarded at a level comparable to excellence in research. Question 7 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

14. Where on the continuum is the ideal classroom ? Question 8 Teacher- Centered Learner- Centered 1 2 3 4 5 Increasing shared responsibility for learning

15. Where on the continuum is your classroom ? Question 9 Teacher- Centered Learner- Centered 1 2 3 4 5 Increasing shared responsibility for learning

16. Question 1 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

22. Question 2 Science should be taught as it is practiced. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

23. Learners doing science...

24. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

25. How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127

26. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

27. How often do you use data to make instructional decisions? n=127 Frequency %

28. Question 5 Large introductory courses are active learning environments. Please respond on a scale of 1-5: 5=strongly agree; 4=agree; 3=neutral; 2= disagree; 1=strongly disagree

29. What percent of your time do you spend conducting research about student learning of your discipline? Question 6 Please respond on a scale of 0 - 100 in increments of 10:

30. System Model

31. In my department, excellence in teaching is rewarded at a level comparable to excellence in research. Question 7 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

35. Where on the continuum is the ideal classroom ? Question 8 Teacher- Centered Learner- Centered 1 2 3 4 5 Increasing shared responsibility for learning

36. Where on the continuum is your classroom ? Question 9 Teacher- Centered Learner- Centered 1 2 3 4 5 Increasing shared responsibility for learning

37. Explore

38. What’s up with Termites? 1. On a sheet of paper, draw two circles near each other on the center of the page. 2. Release termites onto paper. 3. Keep creatures safe. I shall collect them in their original habitat. 4. What do you observe about termite behavior? 5. Develop a question your group could explore if you had more time. (15 minutes - select a timekeeper)

39. 1. Develop 3 possible goals/ objectives for this ‘inquiry’ Team Written response. Overhead. Reporter - Recorder - Timekeeper - (10 minutes) Checker - 2. Develop an assessment appropriate for one of the goals/objectives.

40. Explain

41. 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)

42. Why do assessment? Improve student learning and development. Provides students and faculty substantive feedback about student understanding. Challenge to use disciplinary research strategies to assess learning.

43. Assessment

44. Identify desired outcomes Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998

45. Question 10 True or False? Assessing student learning in science parallels what scientists/psychologists do as researchers.

46. 1. Description: -What is happening? 2. Cause: -Does ‘x’ (teaching strategy) affect ‘y’ (understanding)? 3. Process or mechanism: -Why or how does ‘x’ cause ‘y’? Parallel: ask questions

47. 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

48. 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: analyze data

49. Ideas and results are peer reviewed - formally and/or informally. Parallel: peer review

50. 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...

51. Research Designs

52. Data collection