Testing achievement of learning goals: Formative assessment (Know what students think now (before exam),and fix it!) By what methods could you ask a question on one of your lecture-scale learning goals, collect answers,and evaluate it? 16
16 Testing achievement of learning goals: • Formative assessment (Know what students think now (before exam), and fix it!) • By what methods could you ask a question on one of your lecture-scale learning goals, collect answers, and evaluate it?
Each question sends a message to the students: 3 areas to consider when developing a question 1.Content Goal:Does the question test an essential aspect of the material? 2.Cognitive Goal:How do students use the content to arrive at the answer?What does it mean to learn or"do"this subject? 3.Metacognitive Goal:Are students examining their own thinking? 17
17 1. Content Goal: Does the question test an essential aspect of the material? 2. Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject? 3. Metacognitive Goal: Are students examining their own thinking? Each question sends a message to the students: 3 areas to consider when developing a question
The Montillation of Traxoline when assessment goes astray It is very important that you learn about traxoline.Traxoline is a new form of zionter.It is montilled in Ceristanna.The Ceristannians gristerlate large quantities of fevon and then bracter it to quasel traxoline.Traxoline may well be one of our most lukized snezlaus in the future,because of our zionter lescelidge. Assessment of Understanding Answer these questions in complete sentences.Be sure to use your best handwriting. 1.What is traxoline? 2.Where is traxoline montilled? 3.How is traxoline quaselled? 4.Why is it important to know about traxoline? [attributed to Judy Lanier]18
18 The Montillation of Traxoline when assessment goes astray It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large quantities of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future, because of our zionter lescelidge. - - - - Assessment of Understanding Answer these questions in complete sentences. Be sure to use your best handwriting. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline? [attributed to Judy Lanier]
Each question sends a message to the students: 3 areas to consider when developing a question 1.Content Goal:Does the question test an essential aspect of the material?Is it aligned with your learning goal? Defines students focus...what they think your goals are. 2.Cognitive Goal:How do students use the content to arrive at the answer？What does it mean to learn or“do”this subject? What are the cognitive processes involved?Are they comparing and contrasting phenomena,ranking,classifying,or performing a mathematical manipulation? 3.Metacognitive Goal:Are students examining their own thinking? Hidden/implicit
19 1. Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal? 2. Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject? What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation? 3. Metacognitive Goal: Are students examining their own thinking? Each question sends a message to the students: 3 areas to consider when developing a question Hidden/implicit Defines students focus … what they think your goals are
Small (table)group activity: 1)Write a question to test learning of one of your goals. What are goals of your question? (content,cognitive,metacognitive). Follow-up discussion of process and of question design. Strategies for avoiding memorization “Troubleshooting” something changes,what could cause this? “redesign” "compare and contrast"scenarios 20
20 1) Write a question to test learning of one of your goals. What are goals of your question? (content, cognitive, metacognitive). Follow-up discussion of process and of question design. Small (table) group activity: Strategies for avoiding memorization : “Troubleshooting” something changes, what could cause this? “redesign” “compare and contrast” scenarios