1. A Fractal Thinker Looks at Learning, Observing and Assessing
Ed Nuhfer,
Center for Teaching and Learning,
Idaho State University

2. KS 20 “…a generator?”

3. KS 20, 21 philosophy, 22 philosophy/assessment

4. The brain learns by building and stabilizing neural connections (see Leamnson, 1999). Some practices make sense from this standpoint; some just do not.

5. All learning produces complex interconnected
affective and cognitive synaptic “wiring.”

7. Concept of a Knowledge Survey
1. = I have insufficient knowledge to answer this question.
2. = I have partial knowledge or know where to quickly (20 minutes or less) obtain a complete answer to this question.
3. = I can fully answer this question with my present knowledge.

8. Split-halves tests of knowledge surveys always show high reliability of pre- and post- measures and changes. R (Spearman-Brown) =.98 pre- and 0.96 post-.
KS 23 tests?

9. Pre-course surveys offer useful affective information
Confidence Rating -->

11. Pedagogy: Formative Surveys
These look for useful teaching traits and the degree to which each is visible to students.
Good reliability provides a “pedagogical fingerprint”
Multiple measures of specifics without global generalizations
Can monitor change
Firmly grounded in the research

12. “pedagogical practices”
A way to document
“pedagogical practices”
Look for employment of practices that research
shows are useful to students’
learning. Use multiple measures (rather than a single global item). Many tools--formative surveys, SGID, SMTs, CATs.

13. KS 15 an invention? 18 ct courses?

14. Change in Levels of Thinking through a Curriculum
KS 17hs/college, 19 coord?

15. Is the course appropriately challenging? Once it is over,
how did students do across different levels of challenge?
KS 16