1. Assessment What kinds of data do we collect? How do we analyze the data? Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org

2. Design teachable unit as a learning cycle Develop rubrics for assessment Plan instructional strategies Objectives for today:

3. Engage Explore Explain/Elaborate Assess Learning Cycle

4. “To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge...The aim of teaching is not only transmission of information, but also to transform students from passive recipients of other people’s knowledge into active constructors of their own and others knowledge...Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively." Education for judgement: The artistry of discussion leadership. Ed. C. Roland Christensen, David A Garvin and Ann Sweet. Cambridge, MA: Harvard Business School.

5. Formulate-Share-Listen-Create Individually read the quote “To teach is to engage students in learning...” Underline/highlight words and or phrases that stand out for you. Turn to the person next to you and share and discuss the words that stood out

7. Individual Problem Write a scenario that explains the phenotypic changes in the tree and animal. Use your understanding of evolution by natural selection.

8. Describe the objectives for the activity or project Determine the assessment tasks for each objective Develop performance standards Differentiate levels of performance based on clearly described criteria Assign values to the categories Develop a Rubric

9. Convey goals, performance standards to students in unambiguous way Improve the reliability of written and oral assignments Convey point values with performance standards Engage students in critical assessment of their work Spend time to save time Advantages of Rubrics

10. Challenge of criteria Challenge to use rubrics regularly www.flaguide.org www.msu.edu/course/isb/202/ebert may/2004/homepage/rubrics.html Limitations of Rubrics

11. Scoring Rubric for Quizzes and Homework Level of Achievement General ApproachComprehension Exemplary (6 points)Addresses the question or problem States a relevant, justifiable answer. Presents arguments in a logical order. Uses acceptable style and grammar (no errors). Demonstrates an accurate and complete understanding of the question. Backs conclusions with data and warrants. Uses 2 or more ideas, examples and/or arguments that support the answer. Adequate (4 points)Does not address the question explicitly, although does so tangentially. States a relevant and justifiable answer. Presents arguments in a logical order. Uses acceptable style and grammar (one error). Demonstrates accurate but only adequate understanding of question because does not back conclusions with warrants and data. Uses only one idea to support the answer. Less thorough than above. Needs Improvement (2 points) Does not address the question. States no relevant answers. Indicates misconceptions. Is not clearly or logically organized. Fails to use acceptable style and grammar (two or more errors). Does not demonstrate accurate understanding of the question. Does not provide evidence to support their answer to the question. No Answer (0 points) Scoring Rubric for Quizzes and Homework

12. Guidelines for thinking about research What did students learn? (assessment data) Why did students respond a particular way? (research) What are the working hypotheses? What has already been done? Literature says... How and why select methods? Conduct study... How to analyze and interpret multiple forms of data? What do the results mean? Are findings valid and generalizable?