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Linking Instruction with Assessment

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High-quality assessment facilitates high quality learning. ... 'Introduction to graphing data, choosing types of graphs, and figure legends. ... – PowerPoint PPT presentation

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Title: Linking Instruction with Assessment


1
Linking Instruction with Assessment
William J. Hoese Dept. of Biological
Science California State University, Fullerton
How Learners Learn Teachers Teach Forum CSU
Fullerton - January 26, 2004
2
Assessment
  • What have students learned and how well have they
    learned it?
  • High-quality assessment facilitates high quality
    learning.
  • Poor-quality assessment may deter high quality
    learning and reward the wrong kind of learning.

3
Changing curriculum requires changing how
students are assessed
  • What students learn is influenced by how student
    performance is evaluated
  • Many college science courses provide a deluge of
    information to be memorized and reproduced on
    tests
  • Memorization-based tests discourages learners
    from looking for big ideas and organizing
    knowledge hierarchically with big ideas playing
    major roles

4
Assessment strategies that support meaningful
learning
Identify Student Learning Outcomes
Develop and select assessment measures
Create learning experiences
Revise assessment measures
5
Building student knowledge
  • Students practice by completing assignments
    requiring them to organize, describe, and explore
    new information
  • Students receive feedback on their progress
  • Sequence of topics organized so new knowledge is
    built upon previous learning

Basketball analogy
6
Assessing understanding
  • Students
  • explain science concepts in terms of other
    concepts
  • predict the outcomes of changes to systems
  • solve problems that require more than algorithmic
    recall

7
Sample Student Learning Outcomes
  • Biology 171 Evolution and Biodiversity (first
    biology course for majors)
  • Demonstrate understanding of evolutionary theory
  • Explain the role of selection in evolution
  • Describe and interpret graphical data
  • Collect and organize data in graphical format

8
Lab Activities with Embedded Assessments
Practice with feedback
Sequence of topics
Practice with feedback
9
Students practice making graphical predictions of
experimental data
10
Practice learning concepts and skills
  • Course website Introduction to graphing data,
    choosing types of graphs, and figure legends.
  • Text supplement Analyzing figures and graphs
  • Using graphs to learn concepts in lecture

11
In-class formative assessment using Personal
Response System
Student responses
12
Sample summative assessment on midterm
Describe the variation in Graph A Describe the
variation in Graph B Given this information
predict how human birth weights will vary over
time. Justify your answer. What mode of natural
selection is acting on this human population?
Justify your answer.
13
Keys to developing assessments
  • Time
  • Explicitly linking assessments with student
    learning outcomes
  • Providing student practice
  • Review of assessments by others

14
Resources
  • Bloom, B. 1956. Taxonomy of Educational
    Objectives The Classification of Educational
    Goals. Handbook I Cognitive Domain. David McKay,
    New York.
  • Huba, M.E. and J.E. Freed. 2000. Learner-Centered
    Assessment on College Campuses Shifting the
    Focus from Teaching to Learning. Allyn and Bacon,
    Boston.
  • Mintzes. J. J., Wandersee, J. H. and J. D. Novak.
    Eds. 1999. Assessing Science Understanding A
    Human Constructivist View. Academic Press, San
    Diego.
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