HHMI ASSESSMENT
WORKSHOP
JOE CHIHADE - CHERRY DANIELSON
ELLEN IVERSON
INTRODUCTIONS
Welcome
Why 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?
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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
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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
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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
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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 communitybased 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
3 LEVELS OF ASSESSMENT
A
A
A
2
A
A
3
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
Response Categories
1
3
5
Useful Framework
Explicit
Norm
Other Methods
4
MUDDIEST POINT
Muddiest Responses
Edu-speak
1
1
Picking
3
1
Premature
1
3
3
Didn't Grasp
Different
understandings
"how" or "what"
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 ASSESSMENT
THE 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
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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