2. Measures of Student Learning What’s Up at UW-L,Docs?

3. Types of Evidence Students' reports of their learning Students' reports of their learning Evidence of how students actually work Evidence of how students actually work Students’ intellectual products Students’ intellectual products

4. Ways To Suck It Out of Their Brains (aka “Collection Methods”) Lesson Study team observations Lesson Study team observations Online discussions, “teaching journals” Online discussions, “teaching journals” Pre- / Post- tests, surveys, diagrams Pre- / Post- tests, surveys, diagrams Questionnaires Questionnaires Written and multimedia presentations Written and multimedia presentations

5. Ways to Make Sense of It, If We Can (aka “Forms of Analysis”) Statistical (ie, surveys, pre-/post-tests) Statistical (ie, surveys, pre-/post-tests) Learning “Maps” Learning “Maps” Informal discussion of observations Informal discussion of observations Feedback loops Feedback loops Rubrics Rubrics

6. Lesson Study The Lesson Study concept: http://www.uwlax.edu/sotl/lsp/ The Lesson Study concept: http://www.uwlax.edu/sotl/lsp/ http://www.uwlax.edu/sotl/lsp/ Biology’s population density and quality of life, using faculty team observation and student powerpoints Biology’s population density and quality of life, using faculty team observation and student powerpoints Biology’s population density and quality of life Biology’s population density and quality of life Psychology’s “Bystander Intervention” Lesson using team observation and multiple written evaluations, including a pre-/post-test. Psychology’s “Bystander Intervention” Lesson using team observation and multiple written evaluations, including a pre-/post-test. Psychology’s “Bystander Intervention” Lesson Psychology’s “Bystander Intervention” Lesson SoTL in Women’s Studies Project using team observation and course-long D2L discussions analyzed with qualitative software (similar findings to the above) SoTL in Women’s Studies Project using team observation and course-long D2L discussions analyzed with qualitative software (similar findings to the above)

7. Women’s Studies: A Learning Map

8. Pre-/Post- Surveys http://www.uwlax.edu/womensstudies/sotlwss urvey/htm http://www.uwlax.edu/womensstudies/sotlwss urvey/htm http://www.uwlax.edu/womensstudies/sotlwss urvey/htm http://www.uwlax.edu/womensstudies/sotlwss urvey/htm http://www.uwlax.edu/womensstudies/sotlwss urveyversion2.htm http://www.uwlax.edu/womensstudies/sotlwss urveyversion2.htm http://www.uwlax.edu/womensstudies/sotlwss urveyversion2.htm http://www.uwlax.edu/womensstudies/sotlwss urveyversion2.htm

9. Giving the Test First This is just like Amadou Diallo," David Walker says. Who was Amadou Diallo? (He was a real person). What happened to him? Why did it happen? This is just like Amadou Diallo," David Walker says. Who was Amadou Diallo? (He was a real person). What happened to him? Why did it happen? “I don't know how someone could be shot 41 times and have it claimed as self defense for the police. “ “I don't know how someone could be shot 41 times and have it claimed as self defense for the police. “

10. Then teach, then ask again “In order to deal with a problem of this magnitude, many levels of intervention are necessary. In order to help prevent tragedies like that of Amadou Diallo’s efforts must be made at both the institutional and social levels, and from both sides of the color and gender barriers....” “In order to deal with a problem of this magnitude, many levels of intervention are necessary. In order to help prevent tragedies like that of Amadou Diallo’s efforts must be made at both the institutional and social levels, and from both sides of the color and gender barriers....”

11. Pre/Post Diagrams Problem-solving modules supplement lectures, instructor models the analysis Problem-solving modules supplement lectures, instructor models the analysis Students given information, asked to use it visually to make sense of a biological concept Students given information, asked to use it visually to make sense of a biological concept Instructors provide feedback on diagrams in class Instructors provide feedback on diagrams in class

12. So, What Did They Find Out?

13. Feedback Loops Anja Rossinni: Anja Rossinni: Anja Rossinni Anja Rossinni Mid-term questionnaire on lectures and in-class writing http://www.uwlax.edu/faculty/rossinni/Midterm% 20Evaluation%202005.doc Mid-term questionnaire on lectures and in-class writing http://www.uwlax.edu/faculty/rossinni/Midterm% 20Evaluation%202005.doc http://www.uwlax.edu/faculty/rossinni/Midterm% 20Evaluation%202005.doc http://www.uwlax.edu/faculty/rossinni/Midterm% 20Evaluation%202005.doc Instructor response: http://www.uwlax.edu/faculty/rossinni/RTP_BIO 312improvement.htm Instructor response: http://www.uwlax.edu/faculty/rossinni/RTP_BIO 312improvement.htm http://www.uwlax.edu/faculty/rossinni/RTP_BIO 312improvement.htm http://www.uwlax.edu/faculty/rossinni/RTP_BIO 312improvement.htm

14. Feedback Loops Terry Beck’s “Mid-Term Progress Report” Terry Beck’s “Mid-Term Progress Report”  your understanding of each goal, an assessment of the quality of your work toward the goal, coupled with evidence and reasoning to support your assessment of quality,  your sense of how the goals are integrated and whether they are a complete set of goals for developing as a writer (or, perhaps, you need other or additional goals?),  an estimate of how your work (overall) would translate into a grade, given the grading standards and grading scale (no B.S., please),  a brief discussion of your attitudes towards writing and how they may be changing,  a discussion of how to improve your writing practice to better achieve the course goals.  Self-assigned grade and instructor-assigned grade

15. Rubrics Terry Beck’s writing rubrics: Terry Beck’s writing rubrics: http://www.uwlax.edu/faculty/tbeck/teaching_tools.htm http://www.uwlax.edu/faculty/tbeck/teaching_tools.htm http://www.uwlax.edu/faculty/tbeck/teaching_tools.htm Gen Ed instruments scored with rubrics, ie: Gen Ed instruments scored with rubrics, ie: 2 takes position and provides solid evidence 2 takes position and provides solid evidence 1 provides evidence without taking position or only weakly supports position 1 provides evidence without taking position or only weakly supports position 0 does not support position 0 does not support position

16. GE Instrument “Hi Jan,” Cindy said as they met to walk to class, “new jeans?” “Yeah,” replied Jan, “they’re made from organically grown cotton without any dye.” “Yeah,” replied Jan, “they’re made from organically grown cotton without any dye.” “You’re not going all granola on me, are you?” teased Cindy.... “Hum I didn’t see that article. Well anyways I can argue against the ‘more food to feed the hungry’ argument” Jan responded. “The US has plenty of food. I know that some third world countries don’t have enough food, but there are other issues in those countries that cause food problems. You know Cindy I don’t want to sound all negative. I do think there are some good things about GM foods. I heard from my Genetics professor that there is a strain of rice being made called ‘golden rice’ that produces vitamin A. In many countries a lack of vitamin A in the diet results in thousands of people going blind a year. But if people eat this golden rice many cases of blindness can be prevented. Now that in my opinion is a good thing.” “I’m glad that you can see a positive side to this issue” replied Cindy. “You know I am a bit worried too about what will happen in the future with the use of GM technology. What I am worried about is making plants herbicide resistant so that farmers can spray fields and selectively kill just the weeds. But aren’t weeds pretty smart too and adapt. Then we could have Superweeds that cannot be killed with sprays – again not a good thing. But I sure am not an expert on plants and therefore should not be speculating much. Well I guess time will tell.”

17. Students respond: Using the attached newspaper articles and graphics, take a position on whether or not GM food should be part of worldwide agricultural production. Support your answer. Using the attached newspaper articles and graphics, take a position on whether or not GM food should be part of worldwide agricultural production. Support your answer. What is a gene? What is a gene? How might “superweeds” result from the use of GM crops? How might “superweeds” result from the use of GM crops? Europeans are less accepting of GM foods than Americans. What issues may be impacting the difference in acceptance of GM foods by Europeans versus Americans? Europeans are less accepting of GM foods than Americans. What issues may be impacting the difference in acceptance of GM foods by Europeans versus Americans? And several other questions.

18. Resources http://www.uwlax.edu/catl/ http://www.uwlax.edu/catl/ http://www.uwlax.edu/catl/ http://gallery.carnegiefoundation.org/gallery_of _tl/castl_he.html http://gallery.carnegiefoundation.org/gallery_of _tl/castl_he.html http://gallery.carnegiefoundation.org/gallery_of _tl/castl_he.html http://gallery.carnegiefoundation.org/gallery_of _tl/castl_he.html

19. Share Your Own Measures http://catl.typepad.com/blog/about/index.html http://catl.typepad.com/blog/about/index.html