2. Diane Ebert-May Lyman Briggs School Department of Plant Biology Michigan State University Assessment - Data Collection with a Purpose HHMI

3. Our Team at MSU Doug Luckie - Physiology Janet Batzli - Plant Biology Scott Harrison - Microbiology Tammy Long - Ecology Heejun Lim - Chemistry Education Joyce Parker - Biochemistry Duncan Sibley - Geology Jim Smith - Evolutionary biology

4. “Consensogram” Directions 1. Take one color-coded post-it for each question, write the question # in the corner. 2. Write a number between 0-100 on each post-it in increments of 10. 3. Do not share responses

5. “Consensogram” Questions Please respond on a scale of 0 -100 in increments of 10: 1. To what degree is the assessment of your students aligned with the learning goals in your course? 2. To what degree is your course and curriculum based on active, inquiry-based learning? 3. How important is it to use multiple kinds of data to assess your students? 4. How often do I use data to make instructional decisions? 5. In my department, teaching is as important as research and is rewarded accordingly. (100 agree - 0 disagree)

6. Goals for This Afternoon As a result of your participation in this workshop, you will... l Participate in analysis of learning: constructive, inquiry, discovery, active, problem-based, cooperative, outcomes based, project-based. l Examine course goals and predicted learning outcomes. l Use data to identify student misconceptions. l Use/review multiple forms of assessment to gather data about students’ understanding.

7. True or False? Faculty really are very interested in assessing their students’ learning better, but just don’t know how to?

8. True or False? Lack of meaningful assessment in undergraduate education occurs because faculty are satisfied to be less accountable in their teaching than they are in their research.

9. True or False? Assessing student learning in science is more closely related to what scientists actually do as researchers than they realize.

10. Assessment in ‘Teaching’ Parallels Assessment in ‘Research’ â We make observations, assumptions, assertions. â Questions we ask are meaningful, interesting, fundable. â Data we collect are aligned with questions about a problem. â Research methods and designs appropriate for question. â Instruments/techniques we use are calibrated, repeatable. â We explain results in the context of our questions. â Results drive our next questions. â Our ideas are peer reviewed for publication/funding.

11. What are 3 central questions about learning? 1. What do we want our students to know and be able to do? 1.5. What evidence will we accept that students know and can do? 2. How will we help students get there?

14. Cognitive Theory “Learners are not simply passive recipients of information; they actively construct their own understanding.” Svinicki 1991

15. Ultimate goal of teaching: 1. Improved student learning. 2. Improved student learning. 3. Improved student learning.

16. What Type of Learning? Bloom (1956) Major categories in the Cognitive Domain of Educational Objectives

17. Convergent Thinking Knowledge - remember material Comprehension - grasp the meaning of material Application - use learned material in new concrete situations –Adapted from Grolund (1970)

18. Divergent Thinking Analysis - break down material to understand organizational structure Synthesis - put parts together to form a new whole Evaluation - judge value of material for a purpose –Adapted from Grolund (1970)

19. Classroom Environment Teacher inspires students to struggle with the discipline - both within and outside the classroom. Teacher needs evidence from students about their progress in learning

20. What is assessment? Data collection with a purpose Courses: gather data about our students’ learning.

21. What type of data do we gather? Depends on the evidence we will accept that students have learned what we want them to learn. Data must be aligned with the course goals. Measures of knowledge, attitudes, and skills. »tests, extended responses, concept maps, »research papers, teamwork, communication

23. Functions of Assessment Data Formative: diagnostic feedback to students/instructor Summative: description of students’ level of attainment Evaluative: curricular feedback to instructor »(e.g., effectiveness of field trip, lab investigation) Educative: students engaged in interesting, challenging experiences to develop further insight and understanding (Hodson 1992)

24. In effect... Assessment IS a form of learning.

25. Goal => Assessment Students will be able to demonstrate their understanding of photosynthesis and cellular respiration. Tools: multiple forms of assessment

26. Common Misconceptions: Photosynthesis & Respiration Photosynthesis as Energy: Photosynthesis provides energy for uptake of nutrients through roots which builds biomass. No biomass built through photosynthesis alone. Plant Altruism: CO 2 is converted to O 2 in plant leaves so that all organisms can ‘breathe’. All Green: Plants have chloroplasts instead of mitochondria so they can not respire. Thin Air: CO 2 and O 2 are gases therefore, do not have mass and therefore, can not add or take away mass from an organism.

27. Multiple choice question (pre-post) Plants gain a tremendous amount of weight (dry biomass) as they grow from seed to adult. Which of the following substances contributes most to that weight gain a. compounds dissolved in soil water that are take up by plant roots b. water c. molecules in the air that enter through holes in the plant leaves d. organic material in the soil taken up directly by plant roots e. solar radiation

28. Carbon Cycle Problem (post) Two fundamental concepts in ecology are “energy flows” and “matter cycles”. In an Antarctic ecosystem with the food web given above, how could a carbon atom in the blubber of the Minke whale become part of a crabeater seal? Note: crabeater seals do not eat Minke whales. In your response include a drawing with arrows showing the movement of the C atom. In addition to your drawing, provide a written description of the steps the carbon atom must take through each component of the ecosystem Describe which biological processes are involved in the carbon cycle.

29. Radish Problem Experimental Setup: Weighed out 3 batches of radish seeds each weighing 1.5 g. Experimental treatments: »1. Seeds not moistened (dry) placed in LIGHT »2. Seeds placed on moistened paper towels in LIGHT »3. Seeds placed on moistened paper towels in DARK

30. Problem (cont) After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams. Predict the biomass of the plant material in the various treatments (use think-pair-share). »Light, No Water »Light, Water »Dark, Water

31. Results: Weight of Radish Plants 1.46 g1.63 g 1.20 g Write an explanation about the results. (Remember all treatments started as 1.5g).

32. Misconceptions => Assessment => Instruction What data do you want from the assessment? What do you do when you identify student misconceptions? How will the data influence your instructional design?

33. Open-ended questions Align with learning goals Align with learning goals What thinking skills do you wish to assess, choose one questioning format What thinking skills do you wish to assess, choose one questioning format »interpret data? »write conclusions from previous work? »describe? »solve a problem?

34. Writing Open-ended Questions Write a description of the situation. Write a description of the situation. Write the directions for writing. Write the directions for writing. Develop a simple rubric Develop a simple rubric »Conceptual understanding »Content knowledge »Critical-thinking processes »Communication skills

35. Goal: explain evolution by natural selection

36. Individual Problem Explain the phenotypic changes in the tree and the animal. Use your understanding of evolution by natural selection.

37. How do we develop rubrics? Describe the goals for the activity, problem, task Select the assessment tasks aligned with goals Develop performance standards Differentiate levels of responses based on clearly described criteria Rate (assign value) the categories

38. Scoring Rubric for Quizzes and Homework

39. Advantages of Scoring Rubrics Improve the reliability of scoring written assignments and oral presentations Convey goals and performance expectations of students in an unambiguous way Convey “grading standards” or “point values” and relate them to performance goals Engage students in critical evaluation of their own performance Save time but spend it well

40. Limitations of Scoring Rubrics Problem of criteria Problem of practice and regular use Scoring Rubric website: »http://www.wcer.wisc.edu/nise/cl1/flag/ Sample Rubrics for Organismal Biology http://www.msu.edu/course/lbs/144/f01