1. Environmental Science Education What do we want students to know and be able to do? What evidence will we accept? Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org

3. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry

4. Question 1 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

5. Question 2 Science should be taught as it is practiced. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

6. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

7. Question 4 Please respond on a scale of 0 - 100 in increments of 10: How often do you use data to make instructional decisions?

8. Question 5 Large (+200) introductory science lectures are active learning environments. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

9. Question 6 Curriculum development begins with determining student learning goals and designing assessments. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

10. Question 1 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

16. Question 2 Science should be taught as it is practiced. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

17. Learners doing science...

18. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

19. How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127

20. Question 4 Please respond on a scale of 0 - 100 in increments of 10: How often do you use data to make instructional decisions?

21. n=127 Frequency %

22. Question 5 Large (+200) introductory science/engr lectures are active learning environments. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

23. Pathways to Scientific Teaching Monthly articles based on a paper in the issue

24. Question 7 True or False? Assessing student learning in science parallels what scientists do as researchers.

25. 1. Description: -What is happening? 2. Cause: -Does ‘x’ (teaching strategy) affect ‘y’ (understanding)? 3. Process or mechanism: -Why or how does ‘x’ cause ‘y’? Parallel: ask questions

26. We collect data to find out what our students know. Data helps us understand student thinking about concepts and content. We use data to guide decisions about course/curriculum/innovative instruction Parallel: collect data

27. Quantitative data - statistical analysis Qualitative data break into manageable units and define coding categories search for patterns, quantify interpret and synthesize Valid and repeatable measures Parallel: analyze data

28. Ideas and results are peer reviewed - formally and/or informally. Parallel: peer review

29. What is assessment? Data collection with the purpose of answering questions about… students’ understanding students’ attitudes students’ skills instructional design and implementation curricular reform (at multiple grainsizes)

30. Research Methods

31. Why do assessment? Improve student learning and development. Provides students and faculty substantive feedback about student understanding. Challenge to use disciplinary research strategies to assess learning.

32. Data collection approaches

34. System Model

35. IRD Team at MSU Janet Batzli - Plant Biology [U of Wisconsin] Doug Luckie - Physiology Scott Harrison - Microbiology (grad student) Tammy Long - Plant Biology Rett Weber - Plant Biology (postdoc) Deb Linton - Plant Biology (postdoc) Heejun Lim - Chemistry Education Duncan Sibley - Geology Lina Patino - Geology *National Science Foundation

36. Identify desired results Determine acceptable evidence Design learning experiences and instruction

37. Private Universe

38. Students’ will demonstrate understanding of photosynthesis and cellular respiration. Learning objective (desired result)

39. Problem Experimental setup: Weighed out 3 batches of radish seeds each weighing 1.5 g. Experimental treatments: 1. Seeds placed on moistened paper towels in LIGHT 2. Seeds placed on moistened paper towels in DARK 3. Seeds not moistened (left DRY) placed in light

40. 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. Water, light Water, dark No water, light Problem (2)

41. Results: Mass of Radish Seeds/Seedlings 1.46 g 1.63 g 1.20 g Write an explanation about the results. Explain the results. Write individually on carbonless paper.

43. What are goals? What assessment data best measures these goals? What instructional designs to use? How to analyze and interpret data? Are findings valid and generalizable? Curriculum revisions? WHO? What evidence will we accept?