Transcript MichelleWithers.FormativeAssessment

Using Assessment to Design
Instruction that Enhances
Student Learning
From Seminarcolepsy
To Deliberate practice
Michelle Withers, West Virginia University
Intended Learning Outcomes
• By the end of this workshop you will be
able to:
– design classes that help your students
learn what you want them to learn
– use formative assessment to engage
students in “deliberate practice” so they
can achieve your intended learning
outcomes
Are our students learning what
we want them to learn?
A Private Universe
Brainstorm
• If the folks from “A Private Universe”
interviewed your class at the end of the
term, what things would you be
embarrassed to find that your students
didn’t know or couldn’t do?
Backward Design
goal-oriented instructional design that
emphasizes learning not teaching
(Wiggins and McTighe, 1998)
Learning goals
Assessments
What should
students know
or be able to do
by the end of
your course?
What evidence
will convince
you that they
got there?
Learning activities
How will you help
them get there?
Which column is easier to assess?
Learning Goals
Intended learning outcomes
A. Understand gene
expression
A. Students will be able
to predict changes in
amino acid sequences
caused by mutations
B. Develop science
process skills
C. Understand evolution
by natural selection
B. Students will be able
to interpret a graph.
C. Students will be able
to explain how
adaptations seen in
nature occurred.
Alignment
Learning
Goal
Intended
Outcome
Assessment
Learning
Activity
Students
will
understand
evolution by
natural
selection
Students
will be able
to explain
how
adaptations
seen in
nature
occurred.
Students
will be able
to explain
how running
speed in
cheetahs
increased
given
interactions
with their
prey.
Work in
groups to
explain how
various
adaptations
occurred.
If they sit and listen, what they learn
to do is sit and listen.
Randall Phillis, UMass Amherst
“Deliberate Practice”
The one doing is the one learning.
As the acorn grows into the tree, the
majority of the biomass comes from
_________
A.
B.
C.
D.
Air (104671)
Soil (104672)
Water (104678)
Sun (104683)
Text a code to: 37607
Three identical plates of radish seeds are
incubated under three conditions, with results
as shown. Their DRY weights in increasing
order will be (lightest to heaviest):
A.
B.
C.
D.
E.
1, 2, 3 (104736)
1, 3, 2 (104740)
3, 2, 1 (104741)
3, 1, 2 (104745)
All the same (104753)
1
2
Text a code to: 37607
Batzli and Ebert-May
3
What are some intended learning
outcomes that the previous learning
activities would help students
achieve?
Reflection
• What did you learn or experience in the
role of student?
• What feedback did the learning
activities offer the you?
• How do you think this feedback
compares with a traditional lecture
classroom?
Summary
• Backward design is a framework for creating
a goal-oriented class that drives meaningful
learning
• Formative assessment serves as deliberate
practice to engage students in ways that
help them achieve your intended learning
outcomes
• There are a variety of ways to successfully
engage students, so use methods that fit
your style and situation.
Number of students
Comparison of student normalized learning gains in
traditional and interactive-engagement courses
traditional
interactive
interactive
% normalized learning gain
Developmental biology,a required course for majors, ~70 junior and senior undergraduates,
taught in Fall '03, Spr. 04,and Spr. 05 by Jennifer Knight and Bill Wood (Cell Biol Educ 4: 298310, 2005).