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DESIGNING THE PROCESS,
C l a r e m o n t C o l l e g e s L i b r a r y A u g u s t 2 0 1 4
IMPROVING THE PRODUCT
STUDENT RESEARCH:
agenda
1. The Frames : Backward Des ign &
Informat ion L i teracy
2. Outcomes
3. Ev idence
4. Ass ignments (Strateg ies)
5 . Eva luat ing Student Work
6. What’s Your Take -Away?
Part 1 – The Frames:
Backward Design&
Information Literacy
w i g g i n s & m c t i g h e
c o n c e p t s & c o n t e n t
s t r a t e g i e s
o u t c o m e s
T Y P I C A L D E S I G N
w i g g i n s & m c t i g h e
o u t c o m e s
e v i d e n c e
s t r a t e g i e s
B A C K W A R D D E S I G N
w i g g i n s & m c t i g h e
B A C K W A R D D E S I G N
I N F O R M A T I O N L I T E R A C Y @ C C L
Information Literacy at the Claremont Colleges: Engaging Critical Habits of Mind
Information literacy is the ability to use critical thinking to create meaningful knowledge from information. The information literate Claremont Colleges student:
• Engages in a process of inquiry in order to frame intellectual challenges and identify research needs;
• Accesses, evaluates, and communicates information effectively; • Provides attribution for source materials used;• And develops insight into the social, legal, economic, and ethical
aspects of information creation, use, access, and durability.
Critical Habits of Mind
1 Inquiry - interpreting assignments, developing a research strategy, questions, and thesis to facilitate strategic information discovery and access, research tool and source selection
2 Evaluation - resource analysis, inference, and revision of research strategy
3 Communication - synthesis, integration, contextualization, use, and presentation of evidence in scholarship and creative work
4 Attribution - providing clear source documentation in writing as well as media and other non-textual work in order to engage in a scholarly conversation
5 Insight - critical understanding of the social, legal, economic, and ethical aspects of information creation, use, access, and durability
I N F O R M A T I O N L I T E R A C Y @ C C L
“publishable quality”
“ P U B L I S H A B L E Q U A L I T Y ”
Why are these things difficult for students to know/do on their
own?
Part 2 – Learning Outcomes
• Students will know major themes of the American
West, such as migration and settlement
• Students will engage with major scholarship on the
period
• Students will practice basics of historical research
methods
WHAT ARE YOUR GOALS FOR YOUR STUDENTS?
When students enter class...
• They don't know the history of the period
• They don't know how to find scholarship on the
American West
• They don't know the important scholars of
American West or the major arguments
• They don’t know historical research methods
WHY WOULD THESE GOALS
BE DIFFICULT FOR STUDENTS TO ACHIEVE?
What do we want
our students to
BE ABLE TO DO?
L E A R N I N G O U T C O M E S
L E A R N I N G O U T C O M E S
• Specific
• Observable
• Measurable
• Completed by the learner
• Demonstrate their understanding of historical research methods
• Develop an argument in response to the ideas of one of the authors read in class regarding the uniqueness of the American experience
WHAT DO YOU WANT STUDENTS
TO BE ABLE TO DO?
Develop an argument in response to the ideas of one of the authors read in class regarding the uniqueness of the American experience
Students will be able to• Clearly define the expectations of the assignment• Engage with the ideas of scholars• Evaluate sources and determine their appropriateness to the
assignment• Revise the question based on the scholarly conversation and
determine a reasonable argument• Select appropriate support scholarship based on the final
question and argument• Integrate their own and scholarly ideas into an effective
argument
USEFUL OUTCOMES ARE SPECIFIC OUTCOMES
Part 3 - Evidence
HOW WILL WE KNOW
if our students understand the big picture?
if our students have achievedspecific learning outcomes?
E V I D E N C E
E V I D E N C E
• Observable
• Measurable
• Action verbs
• Not necessarily text-based
C H A R A C T E R I S T I C S
NOTthe assignment itself
ORa specific measurement of
how much students have achievedor how well students have done
E V I D E N C E
BROAD OUTCOMEDevelop an argument in response to the ideas of oneof the authors read in class regarding the uniqueness of the American experience
SPECIFIC LEARNING OUTCOME• Students will be able to engage with the ideas of scholars.
EVIDENCE• Students will correctly cite secondary scholarly sources not
assigned in class.• Students will use sources that are consistently appropriate
to their argument.
E X A M P L E O U T C O M E + E V I D E N C E
Learning OutcomesWhat we want students to be able to do
EvidenceObservable, measurable indicators that students have achieved a learning outcome
Research AssignmentsActivities that guide students to produce evidence
V I E W I N G T H E P I E C E S I N C O N T E X T
Part 4 – Assignments
Assignments: Strategies that you develop that provide
evidence that students are learning – achieving your
learning outcomes.
Why is it difficult for students to achieve your
learning outcomes?
SCAFFOLDING
research assignments
WHAT IS SCAFFOLDING?
• A temporary structure used to support people and material in the construction or repair of buildings and other large structures. It is usually a modular system.
• The sequential support given during the learning process with the intention of helping students achieve learning outcomes.
WHY USE SCAFFOLDING?
Scaffolding…
• Explicitly identifies everything students should do to complete the assignment.
• Allows for more intervention at the point where it’s most useful.
• Creates assignments that build on one another.• Ensures that students include all the steps you want to
see.• Increases consistency in grading since students will be
less likely to take the assignment in different directions based on their individual interpretations of what they think they are supposed to do.
What if you want your
students to do research, but
you don’t plan to assign a
research paper?
Part 5 – Evaluating Student Work
Learning OutcomesWhat we want students to be able to do
EvidenceObservable, measurable indicators that students have achieved a learning outcome
Research AssignmentsActivities that guide students to produce evidence
Evaluating Student WorkMeasures extent/quality of student achievement
V I E W I N G T H E P I E C E S I N C O N T E X T
Evaluating student work
requires rethinking evidence
through the lens of your
assignment.
How do you evaluate
students’ research skills?
is conducted during the course and provides information useful in
improving or shaping student learning.
F O R M A T I V E A S S E S S M E N T
occurs at the end of an instructional unit or course and measures the extent to
which students have achieved the desired learning
outcomes.
S U M M A T I V E A S S E S S M E N T
Developing a Rubric
Outcomes Level
Initial - 1 Emerging - 2 Developed - 3
INDIVIDUAL OUTCOMES
• Develop an appropriate research question
• Engage with the ideas of scholars
• Revise the question based on the scholarly conversation and determine a reasoned argument
• Select appropriate support scholarship based on the final question and argument
• Integrate your own and scholars' ideas into an effective argument
• Attribute sources appropriately, be consistent in using bibliographic style
OUTCOMES GROUPED
• Make a reasonable argument/claim
• Evaluate/select appropriate sources
• Effectively integrate and synthesize sources to support argument/claim
Building a Rubric – Outcomes
• Evaluate/select appropriate sources
• Initial
-- Sources chosen seem random, only direct quotations are cited, and citation style is inconsistent.
• Emerging-- Most sources are appropriate to the argument. Occasional missteps in citation make some sources difficult to identify.
• Developed-- Sources are consistently appropriate to the argument and are cited correctly.
Evidence in Rubric
Developing a RubricOutcomes Level
Initial - 1 Emerging - 2 Developed - 3
Make a reasonable argument/claim
Evaluate/select appropriate sources
Sources chosen seem random, only direct quotations are cited, and citations are inconsistent.
Most sources are appropriate to the argument. Some missteps in citationmake some sources difficult to identify.
Sources are consistently appropriate to the argument and are cited correctly.
Effectively integrateand synthesize sources to support claim
Part 6 – What’s Your Take-Away?
Learning OutcomesWhat we want students to be able to do
EvidenceObservable, measurable indicators that students have achieved a learning outcome
Research AssignmentsActivities that guide students to produce evidence
Evaluating Student WorkMeasures extent/quality of student achievement
B R I N G I N G I T A L L T O G E T H E R
