Active learning: Capturing the spirit of science in the...

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