J O E C H I H A D E - C H E R RY DA N I E L S O N E L L E N I V E R S O N

HHMI ASSESSMENT WORKSHOP

INTRODUCTIONS

WelcomeWhy are we here?

Introductions with Grant Projects

LEARNING OUTCOMES

Goals• You will identify the student learning

goals/outcomes for your grant project• What do you want your students to be able to do

or demonstrate when they have finished your course/module?

CHARACTERISTICS OF LEARNING OUTCOMES

• What things do you want your students to gain from their learning experience? • Knowledge• Skills• Attitudes• Behaviors

• Also, do these outcomes make sense considering the time you have available? • To what degree do you think you can affect them?

REVIEW OUTCOMES

• Can you tell what the learning goals are?• Is the range of specificity appropriate? • (Too broad? or too narrow?)• How could it be made clearer?• What would you add or subtract?

LEARNING GOALS

• What types of things did you find helpful from your reviewer?• What difficulties or confusion still exists in your

mind regarding learning goals or outcomes?

LEARNING OUTCOMES

THE LEARNING ENVIRONMENT

Goals• You will identify a collection of environmental

Aspects that will undergird your innovative curricular project.• You will identify teaching methods that you will

use. • You will understand the use of paired survey

instruments.

THE LEARNING ENVIRONMENT

Understanding what the environment will be like

for your curricular innovation relative to student learning.

ASPECTS OF THE LEARNING ENVIRONMENT

• What makes a strong teaching activity?• Research/Literature based list• 4 Groups represent the whole student• Looking for gaps

DOT AND POST-IT ACTIVITY

Learning Environment List

Highlight • PINK – Primary aspects you intend to use

• YELLOW – Less frequent aspects you intend to use

Cam’s Example

DOT AND POST-IT ACTIVITY

Dots –• Put your initials on the dots • Place dots on posters matching each highlighted

area on the learning environment list

Post-its –• Write a brief description of what the primary

aspects will look like in your course/module. • Put your initials on each post-it.

Cam’s example

THE POST-ITS ACTIVITY INTENTIONS

• Help Faculty see where their own methods map onto the framework

• Help us flesh out the instrument with new items that fit into one or more of the categories.

THE BIG PICTURE

Goal• You will appreciate how innovative course

development sits within the learning environment of your class/course module and how it relates to the goals of the HHMI grant.

HHMI 7 – INTEGRATED SCIENCE AND MATH EDUCATION

• Curricular development that builds explicit linkages between specific pairs or sets of courses• Cohort programs that support the persistence of students in

science and math• Incorporating authentic research experiences into

coursework, and enhancing student-faculty research experiences• Providing opportunities for students to engage in

community-based learning and community-based research, where student apply their learning in a real-world context• Providing opportunities for students to review, deepen, and

integrate their previous learning by teaching others at Carleton and in the community

A3 A2

3 LEVELS OF ASSESSMENT

A

A

A

A

CAT #1

• To what degree did the Dot and Post-its Activity help you to see where your methods map onto the framework?

• What is the muddiest point of that exercise?

DAY 2

Recap Yesterday’s Activities

CAT #1

• To what degree did the Dot and Post-its Activity help you to see where your methods map onto the framework?

• What is the muddiest point of that exercise?

CAT #1

5

4

3

1

Response Categories

Useful FrameworkExplicitNormOther Methods

MUDDIEST POINT

3

33

1

11

1

Muddiest Responses

Edu-speak PickingPremature Didn't GraspDifferent understand-ings

"how" or "what"

Nothing

A TIMELINE OF ASSESSMENT

Goals• Draft a project timeline that plots your own

learning outcomes, learning environment, and assessments.• Understand the value of positioning assessments

among the learning elements to scaffold learning.

QUALITIES OF ASSESSMENT

• Formative and summative

• Direct and indirect

• Graded and not graded

• Group and individual

• Measurement or an indicator (proxy)

• Linked to a particular outcome

• Covers at least some of the dimensions of the learning outcome

• 51 CATs – Angelo and Cross

• SERC - Website

A TIMELINE FOR ASSESSMENTTHE CONCEPT

Across the time of your project/course/module.

• Find the strategic timing for: • activities and assignments that scaffold

learning• learning environment pedagogy• using assessments to reinforce learning or

inform next steps

• asking students to demonstrate learning

TIMELINE KEY

1. Learning Outcomes

2. Course Activities/Assignments

3. Learning Environment

4. Formative Assessments

5. Summative Assessments

TIMELINE OF ASSESSMENT

1 2 3 4 5 6 7 8 9 10

GEO EXAMPLE

Materials:• Mary Savina’s Geo Course Description & Schedule• Mineral Resources – Activity • Drinking Water – Assignment and writing prompt• Natural Hazards – Assignment and writing prompt• One-Minute papers (2)• Think like a Geologist Prompt• Rubric for final exam/writing

SMALL GROUPS

• Read – GEO Course Description & Schedule

• Draw the timeline arrow across a10-wk term• Mark off the 10 weeks• Mark the mid-term

• Write two outcomes at the end of the term.

LEARNING ENVIRONMENT

• Acquaint yourself with other course materials• Place course activities on timeline

• Identify the learning environment • Highlight Pink and Yellow aspects

• Place learning environment aspects on the timeline

USING FORMATIVE AND SUMMATIVE ASSESSMENTS

• Identify places in the term where you can support student learning with formative assessments• Place the formative assessments on the timeline

• Identify how and when will students demonstrate that they have achieved the outcomes?• Place summative assessment on the timeline.

LARGE GROUP DISCUSSION

• Discuss the GEO Example

• What are the sticking points in this exercise?

INDIVIDUAL PROJECT TIMELINES

Create a timeline for your project Plot these elements of your project

• Learning Outcomes

• Learning Environment

• Assessments

• 1 hour

SHARE

• With grant partners or pairs

• Large Group

INNOVATIVE PROBLEM SOLVING DISCUSSION

• A good term?

• A better term?

• Common understanding?

• Measurable?

CLOSING DISCUSSION

• What would reporting look like that would help you and help us?

• What prompt should we give you?

LUNCH AND EVALUATIONS

Please complete a workshop evaluation

before you leave.

Questions?Contact:

Joe, Ellen, Cherry