Assessments:MeasuringTeaching&Learning

CSCollabora0veNewFacultyWorkshop

AmericanChemicalSociety

Washington,DC

August4th,2017

Abreakfromthinkingaboutteaching…

2Howdoyouknowyourexperimentworked?

ClassroomAssessmentTechniques

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WhydoAssessmentsinTeaching?

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Think-pair-share

•  Tomonitorthelearningofourstudents

•  Providefeedbacktostudentsforareastoimprove

•  Toevaluateifyourteachingprac0cesareeffec0ve(instructorfeedback)

•  Developrapportwithstudents;showthatyoucareabouttheirlearning

•  Measure&shapestudentaUtudes

TypesofAssessments

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•  Forma0ve–  Implementedduringthelearningprocesstoprovidefeedbackonstudent

learningsuchthattheinstructorcanmodifyteachingandimprovestudentunderstanding

–  Couldbegradedforpar0cipa0onorotherlowstakesgrade

•  Summa0ve–  forevalua0onandareattheendofthelearningexperience–  Gradedexams,quizzes,laboratoryreports,problemsets

•  AUtudinal–  Studentpercep0onofperformanceorexperience

AUtudinalAssessment

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•  O\enaretheonlytypeofins0tu0onalassessmentthroughcourseevalua0ons

•  Areimportantbecausestudentsexperienceandpercep0onofperformancedoinfluencetheirlearningpoten0alinthecourse

•  Shouldnotonlybedoneattheendofthesemester

•  Intro&MidsemesteraUtudinalsurveysgivetheinstructorfeedbackonhowtoteacheffec0velyandcorrectminorissuesbeforetheybecomemajorissues

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ExampleAUtudinalAssessments

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ExampleAUtudinalAssessments

Addressproblema0caUtudesaboutcontent&learning

“Iwantmyorganicchemistryinalarge,once-a-week,dose”

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OurOwnAUtudinalAssessment

Onascaleof1to4,howconfidentareyouinimplemen0nganaUtudinalassessmentintoyourclass?1=veryconfident2=somewhatconfident3=somewhatnon-confident4=verynon-confident

TypesofAssessments

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•  Forma0ve–  Implementedduringthelearningprocesstoprovidefeedbackonstudent

learningsuchthattheinstructorcanmodifyteachingandimprovestudentunderstanding

–  Couldbegraded(ornot)forpar0cipa0onorotherlowstakesgrade

•  Summa0ve–  forevalua0onandareattheendofthelearningexperience–  Gradedexams,quizzes,laboratoryreports,problemsets

•  AUtudinal–  Studentpercep0onofperformanceorexperience

TipsforSumma0veAssessments

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•  Writeoutasumma0veassessmentques0onorexamproblema\ereachclass–it’ss0llfreshinyourmind

•  Assessonwhatyoutaught;matchlearningobjec0veswithtestitems•  Forhand-gradedexamsorlabreports,definepar0alcredit&/oragrading

rubricforconsistency.Ifrubricisgeneral,considergivingittothestudents

•  Recruitanexamproofreader•  Ifpossible,orderassessmentques0onssuchthattheybecome

progressivelymoredifficult.–  UseBloom’sTaxonomytoclassifyyourques0ons–  Lowersexamanxiety&generallyleadstobeneroutcomes

•  hnps://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf–  Generalinfoonwri0ngeffec0veexams

TypesofAssessments

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•  Forma0ve–  Implementedduringthelearningprocesstoprovidefeedbackonstudent

learningsuchthattheinstructorcanmodifyteachingandimprovestudentunderstanding

–  Couldbegraded(ornot)forpar0cipa0onorotherlowstakesgrade

•  Summa0ve–  forevalua0onandareattheendofthelearningexperience–  Gradedexams,quizzes,laboratoryreports,problemsets

•  AUtudinal–  Studentpercep0onofperformanceorexperience

WhentodoaForma0veAssessment?

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•  Frequently!

•  Assessmentshouldbeintegratedintothecurriculumandregularlyimplemented(10-20min,everyclass)

•  Irecommendassessingeach0meyouintroduceanewconcept,skill,orlearninggoal.

•  Wheneveryouwantorneedfeedback

•  “Ongoingassessmentplaysakeyrole–possiblythemostimportantrole–inshapingclassroomstandardsandincreasinglearninggains.”–BlackandWilliam,1998

Forma0veAssessmentTools:ClassroomAssessmentTechniques(CATs)

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•  Muddiestpoint•  Conceptmapping•  Oneminutepaper•  Clickerques0on(s)•  Casestudies•  Pre/postques0ons•  Statementcorrec0on(workswithpublishedpapers)•  Andmany,manymore•  hnps://www.youtube.com/watch?v=g4ogt0yI8xA

CaseScenario

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I have just gone over the regiochemistry & stereochemistry of the Diels-Alder reaction in class, I have five minutes left of class time and 40 students. This is typically a topic the students struggle with and I see a lot of confused faces in the audience. What should I do? 1.  Work a problem on the board. Give a concise explanation of the

regiochemistry & stereochemistry while drawing out the transition states for the solution.

2.  Have the students work through a problem on their own while I circulate the classroom.

3.  Pass out index cards and have the students write the least clear aspect of the content. Collect, sort, and respond to students via my class website.

4.  Assign some refresher homework problems on stereochemistry.

CaseScenario

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I have just gone over the regiochemistry & stereochemistry of the Diels-Alder reaction in class, I have five minutes left of class time and 40 students. This is typically a topic the students struggle with and I see a lot of confused faces in the audience. What should I do? 1.  Work a problem on the board. Give a concise explanation of the

regiochemistry & stereochemistry while drawing out the transition states for the solution.

2.  Have the students work through a problem on their own while I circulate the classroom.

3.  Pass out index cards and have the students write the least clear aspect of the content. Collect, sort, and respond to students via my class website.

4.  Assign some refresher homework problems on stereochemistry.

CaseScenario

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Muddiest Point Outcome: 3responses:Allclear,followedthingsOK,etc.9responses:Stereochemistry/MOtheoryra0onale3responses:Regiochemistry3responses:Other/Generalconcerns“Everythingwasclearasmud”

Clickers&Forma0veAssessments

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•  Clickerswithpurelyregurgita0onques0onsareusefulfortakinganendance,butdon’tnecessarilyprovidefeedbackonstudentlearning

•  However,whencoupledwithaCAT,clickerscanbeapowerfulassessmenttool

•  C.Briggsdescribed23CATsfromAngeloandCrossthatcouldbeadaptedtoclickers(Muddiestpointwasoneofthem)

Resources

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•  Scien0ficTeaching.HandelsmanJ,MillerS,andPfundC.W.H.FreemanandCompany.NewYork,NewYork,2007.

•  Classroomassessmenttechniques.Ahandbookforcollegeteachers.AngeloTAandCrossKP.JohnWiley&Sons,Inc.SanFrancisco,CA,1993.

•  LotsofCATtechniqueshere:hnp://archive.wceruw.org/cl1/flag/default.asp

•  Insidetheblackbox:Raisingstandardsthroughclassroomassessment.BlackPandWiliamD.PhiDeltaKappan80(2):139-148(1998).

•  Teachingwithrubrics.Thegood,thebad,andtheugly.AndradeHG.CollegeTeaching53(1):27-30(2005).

•  Theroleofrubricsinadvancingandassessingstudentlearning.WolfKandStevensE.TheJournalofEffecBveTeaching7(1):3-14(2007).

TeachableTidbitPart3

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•  DevelopaForma0veAssessmentforyourTeachableTidbit– Focusonyourlearninggoal/objec0ve– Decideonanclassroomassessmenttechnique– Howyouwillclosethefeedbackloopwithyourstudents?