1. Aligning Assessments with Learning Outcomes-
Regardless of class size!

2. Aligning Assessments with Learning Outcomes-
From Anne’s Earth Science Inquiry Syllabus:
Learner Outcomes
By the end of this course, you will be able to…
Assessments (in class)
You will demonstrate your abilities through…
Apply appropriate scientific investigative techniques to address questions about relevant Earth science concepts.
In-class activities, out-of-class assignments
Collect, analyze, and interpret quantitative and qualitative data to address questions about relevant Earth science concepts.
Apply Earth science concepts and processes to personal and societal issues.
Out-of-class assignments, engineering project, final project
(engineering group project on earthquake mitigation)
Articulate how your own ideas and understanding change and develop, and how the structure of the learning environment and curriculum facilitates these changes.
Reflections, reading questions
Find and utilize a variety of resources to learn and communicate about Earth science events and processes.
Out-of-class assignments, final project (poster presentation in final exam)

3. Aligning Assessments with Learning Outcomes-
Brainstorm some “beyond lecture” activities/snippets you use/know of/want to learn more about?
Organize these on board in low-med-high stake groups

4. Aligning Assessments with Learning Outcomes
Assessment: Students are ready to move on or need more info?
Tool: Multiple-choice questions (e.g. clickers, think-pair-share)
Instructor: Ask questions during class
Students: indicate correct answer

5. Aligning Assessments with Learning Outcomes
L.O.: Identify geologic features of Northern California and the relevance to society
Choose a location on the image below that would be the safest place to build your dream home.
(Location a, b, or c)
Other MC questions:
Identify the name of the river structures at locations a, b, c
Where is water velocity (erosion) greatest, etc. c b a

6. Aligning Assessments with Learning Outcomes
Assessment: Students are ready to move on or need more info?
Tool: Multiple-choice questions (e.g. clickers, think-pair-share)
Instructor: Ask questions during class
Students: indicate correct answer
Instructor shares results with class, moves on or
may provide additional info, ask students to re-vote
Correct response provided (Instructor explanation, student volunteer, other)
Stakes: points for correct answer/participation
Tools: Colored cards, Clickers, networked computer systems/software (student’s devices), Foot stomping
Instructor learns: students prepared to move on or need more info
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7. Aligning Assessments with Learning Outcomes
Assessment: Students are ready to move on or need more info?
Tool: Think-pair-share
Instructor: Ask students to complete an activity
Students: Construct an answer individually, then confer with another person, report out

8. Aligning Assessments with Learning Outcomes
L.O. Identify geologic regions Northern California, their general geologic environments and describe the tectonic processes by which those regions formed.
Map of Northern California
Label Chico, your hometown, important landmark features (Sierra Nevada, Sutter Buttes, Sac.
River, SF Delta)
When tapped out, share with another student/your group & add info to the map
Be prepared to report ideas to the class

9. Aligning Assessments with Learning Outcomes
Assessment: Students are ready to move on or need more info?
Tool: Think-pair-share
Instructor: Ask students to complete an activity
Students: Construct an answer individually, then confer with another person, report out
Instructor circulates during conversation
Listens/responds to report out (follow up questions to reporter/whole class)
Correct response provided (Instructor explanation, student volunteer, other)
Stakes: students turn in assignment for participation/grading (or not)
Tools: worksheet, map
Instructor learns: students prepared to move on or need more info
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10. Aligning Assessments with Learning Outcomes
Assessment: Can students link multiple concepts/topics together?
Tool: Concept Map (visual representation of concepts linked together)
L.O. Use geologic monitoring data and historic events of a region to evaluate the likelihood of future geologic disasters
Gas
GPS
Gravity
Deformation
Volcanoes
types
Tectonic
environments
Social impacts
Monitoring

11. Aligning Assessments with Learning Outcomes
Assessment: Can students link multiple concepts/topics together?
Tool: Concept Map (visual representation of concepts linked together)
Instructor: Introduces key concept terms to be mapped
Students: Organize ideas, connect concepts to processes
Students work in groups or individually; Instructor circulates during conversation, asks for students to share with class (on document camera?)
Listens/responds to report out (follow up questions to reporter/whole class)
Correct response provided (Instructor explanation, student volunteer, other)
Stakes: students turn in assignment for participation/grading (or not)
Tools: concepts to be included
Instructor learns: have students processed concepts to the extent that they can convey them to others or do they need more info; may see themes of missing info
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(with general rubric for concept sketches)
(short video on how to make a concept sketch)

12. Can we do interactive activities with a big group? How?
Turn them into a bunch of small groups:
WHITE BOARD/SCREEN 2 1 9 8 16 15 23 22 21 20 28 27 7 6 14 13 19 26 5 12 18 25 4 11 17 24 3 10
112 students in 28 groups of 4
Front Bench

13. Can we do interactive activities with a big group? How?
120 students in 33 groups of 3-4
Turn them into a bunch of small groups: e.g. 112 students in 28 groups of 4
WHITE BOARD/SCREEN 2 1 9 8 16 15 23 22 21 20 28 27 7 6 14 13 19 26 5 12 18 25 4 11 17 24 3 10
Front Bench
Front Bench

14. Aligning Assessments with Learning Outcomes
Assessment: Can students use data to address a problem/scenario?
Jigsaw Activity
Instructor: Provides resources for “expert groups” to learn and data to interpret
Students: Work in groups on “expert” data type, then in mixed groups to interpret data
Example:
VEPP Monday Morning Meeting
Phase I Learn “Expert” topics
Phase II: Mixed groups learn “non Expert” topics then
assess eruption potential & alert levels

15. Aligning Assessments with Learning Outcomes
Assessment: Can students use data to address a problem/scenario? Jigsaw Activity
Instructor: Provides resources for “expert groups” to learn and data to interpret
Students: Work in groups on “expert” data type, then in mixed groups to interpret data
Phase I: Learn “Expert” topics
Phase II: Mixed groups learn “non Expert” topics then assess eruption potential & alert levels
Instructor circulates during work time, facilitates movement from expert to mixed groups
Listens/responds to report out (follow up questions to reporter/whole class)
Correct response provided (Instructor explanation, student volunteer, homework assignment)
Stakes: students turn in assignment from each phase for participation/grading
Tools: Resources about data sets; data to learn in phase 1 & 2
Student responsibility: learn data to be able to explain it to others
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16. Aligning Assessments with Learning Outcomes
L.O. Use geologic monitoring data and historic events of a region to evaluate the likelihood of future geologic disasters
WHITE BOARD/SCREEN 2 1 9 8 16 15 23 22 21 20 28 27 7 6 14 13 19 26 5 12 18 25 4 11 17 24 3 10
Jigsaw- groups mix together so 1 expert topic per interdisciplinary group

17. Aligning Assessments with Learning Outcomes
Assessment: Can students interpret multiple scenarios/perspectives?
Gallery Walk
Instructor: Introduces multiple questions, asks for student responses in groups
Students: Rotate through series of questions
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18. Aligning Assessments with Learning Outcomes
L.O. Use geologic monitoring data and historic events of a region to evaluate the likelihood of future geologic disasters
SF Bay Area Inundation zones
Each poster = 1 county
Group use data packet to identify potential hazards in each county

19. Aligning Assessments with Learning Outcomes
L.O. Use geologic monitoring data and historic events of a region to evaluate the likelihood of future geologic disasters
WHITE BOARD/SCREEN 2 1 9 8 16 15 23 22 21 20 28 27 7 6 14 13 19 26 5 12 18 25 4 11 17 24 3 10
Modified Gallery Walk- the county posters are passed among groups instead of having students move among stations

20. Aligning Assessments with Learning Outcomes
Assessment: Can students interpret multiple scenarios/perspectives?
Gallery Walk
Instructor: Introduces multiple questions, asks for student responses in groups
Students: Rotate through series of questions
Student groups assess responses from previous groups, compile best answers for final report out
Instructor circulates during conversations
Listens/responds to report out (follow up questions to reporter/whole class)
Correct responses provided (Instructor explanation, student volunteer, homework assignment)
Stakes: students turn in assignment (posters) for participation/grading (or not)
Tools: data sets, questions, mechanism for circulating (e.g. poster sticky notes etc)
Instructor learns: students can assess data provided to determine hazards
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21. Feedback to Instructor
Assessment: What did they really learn? What are their real questions?
Minute Paper
Quick written feedback from students to explain their understanding
Instructor: asks students to explain what they’ve learned, still need help with
Students: Write short response (anonymously or not) in ~ 1 minute (usually at end of class)
Minute Paper 9/7/17
What were the most important points for you in class today?
What was the most confusing/challenging part of today’s class?
Stakes: students turn in for participation or anonymously
Alt: Knowledge Survey
Quick written feedback from students to describe their confidence in understanding
e.g. What is ENSO? How is the Atlantic hurricane season effected by El Nino?
Response options: a) I can answer this question completely, b) I know about 50% of the answer c) I don’t know anything about this
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22. Aligning Assessments with Learning Outcomes- high stakes, summative
Poster Presentations:
Students summarize a long-term or short-term class project
Instructor: organizes a class project
Students: (individually or in groups) present results of project in the form of a poster they present to other students (guests)
Written Report:
Short in-class or term papers.
Scaffolded process with periodic feedback before final report is submitted.
Calibrated Peer Review (CPR) is useful early feedback and practice reviewing
Grading rubrics
Stakes: poster and/or presentation or paper summarizing project results can be graded, usually with a rubric
Instructor learns: the extent of learning from the project and students ability to organize their results
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and for CPR:

23. Aligning Assessments with Learning Outcomes- high stakes, summative
Exams
Instructor: asks questions students respond to with specific access to support materials
Students: respond to questions
Stakes: high stakes, usually summative (at end of content unit, course)
Instructor learns: the degree of student understanding following instruction
Alt: Two Stage Exams
Students complete an individual exam, turn it in & take same exam in groups
Options: 1 short exam twice in one class period or 2 day exam
Grading: Instructor’s prerogative of individual: group
Examples: 75:25; 60:40 etc.
Responses in groups (consensus required) or as individuals
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24. Other ideas from you?