active learning: capturing the spirit of science in the...
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ASSESSMENT Introduction to Educational Institutes on Responsible Science – ASM, Kuala Lumpur Academy of Sciences Malaysia, Kuala Lumpur August 10-11, 2015
James Stith
American Institute of Physics
Alastair Hay
Leeds University
Created by Clarissa Dirks
Learning Objectives
After this session, participants will be able to . . .
• distinguish a learning goal from a learning objective
• use “backward design” to align learning objectives with assessments
• distinguish summative and formative assessments
Brainstorming
Why do we assess learning?
http://www.michelemmartin.com/.a/6a00d83451fd2469e201a3fd3e2765970b-pi
General Goals
Backward Design
Measurable Objectives
Summative Assessments
(Pre/post or exams)
Formative Assessments (Instruction/ presentation)
Learner Centered
General Goals
Backward Design
Measurable Objectives
Summative Assessments
(Exams)
Formative Assessments (Instruction)
• Understand the important concepts of responsible conduct of research experiences
Institute Goals
• Appreciate the potential of Dual Use Technology to be used for harmful purposes
• Learn new teaching techniques to deliver content about responsible conduct of research
Goals Are Usually Not Measurable “Understand” “Appreciate” “Think Critically” Objectives Are Measurable “Use” “Graph” “Design”
Goals and Objectives
Let’s look at an example Goal: Understand the important concepts of responsible conduct of sciences
Goals and Objectives
Objectives: Recognize ethical issues that arise within the contemporary scientific enterprise Analyze case studies and identify misconduct within scientific practice
We have provided learning objectives for all Institute sessions. What does this do for the learning process?
Think Pair Share
THINK-PAIR-SHARE •Think alone about the question (30 seconds) •Talk with your neighbor (1 minute) •Share your ideas with the entire room (2 minutes)
Learning objectives are the road map for learning. They tell the learner what we want them to know. They tell us what we should focus on in our teaching.
Learning Objectives
Summative assessments tell us whether the learner has learned what we want them to learn. They are typically high stakes. (exams, final papers, etc…)
Summative Assessments
Summative Assessments
Summative Assessments Drive Learning (grants and paper submissions)
THE MONTILLATION AND USES OF TRAXOLINE
Example
It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.
QUIZ: 1. What is traxoline?
2. Where is it montilled?
3. How is traxoline quaseled?
4. Why is traxoline important?
Summative assessments are when learners demonstrate what they have learned. So… If you test learners on fact-based knowledge, then that is what they will study!
Summative Assessments
How do you know if your summative assessments are fact-based or require higher level thinking?
Bloom’s Taxonomy
Benjamin S. Bloom Taxonomy of educational objectives. Krathwohl et al., 1956.
Higher order cognitive skills (HOCS) Workshop activities
Lower order cognitive skills (LOCS); passive PowerPoint training in RCS
Alignment
Take Home: one should align an RCS presentation with higher order thinking objectives