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Assessment as the “Hidden Variable” in Achievement

Assessment as the “Hidden Variable” in Achievement. Michael Zeilik Dept. of Physics & Astronomy The University of New Mexico (NSF DUE 99-85511). What Works in Higher Ed? 20th Century Gain Results. Active Learning, Mastery Learning ( SD ≥ 0.5 , PSI, discussion, debates, games, role playing)

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Assessment as the “Hidden Variable” in Achievement

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  1. Assessmentas the “Hidden Variable”in Achievement Michael Zeilik Dept. of Physics & Astronomy The University of New Mexico (NSF DUE 99-85511)

  2. What Works in Higher Ed? 20th Century Gain Results • Active Learning, Mastery Learning(SD ≥ 0.5, PSI, discussion, debates, games, role playing) • Cooperative Learning(SD≥ 0.5, cognitive and affective; century of research, all disciplines) • One-on-One Tutoring(SD = 2, with trained tutors)

  3. What Does Not Work? Standard Models (SD< 0.3)Everything Else! • Lectures:Reinforce memorization; promote illusion of competence; educational seduction (Dr. Fox)! • Still not better than lectures: • Computer-based, instructional television, Web-based

  4. Evidence-Based Reform • Active learning + Classroom assessment = Achievement: Deep conceptual understanding (“sticky learning”)

  5. What is Active Learning? • Instructional activities that engage students’ minds (the “sticky” factor) • Interactive lectures, discussion, cooperative learning teams, role playing, peer teaching, minute papers, concept mapping, games, cooperative tests, controversies • Require alternative assessments

  6. What Works in Context: Physics & Astronomy (PAER) • Disciplinary education research, “tools of the trade” for experiments • Empirical robustknowledge base about learning in physics & astronomy • Probe initial state (prior knowledge), final state (learning outcomes) • Measurechange: Assessment!Field-tested Learning Assessment Guide (FLAG: www.flaguide.org)

  7. Attitudinal Surveys:E. Seymour, E. Lewis Concept Tests:A. Ellis Concept Maps: M. Zeilik Conceptual Diagnostic Tests: M. Zeilik Interviews: M. Smith, S. A. Southerland Performance Assessments: T. Slater Portfolios: T. Slater Scoring Rubrics: D. Ebert-May Student Assessment of Learning Gains:E. Seymour Weekly Reports:E. Etkina Mathematical Thinking: M. Swan, J. Rideway Multiple-Choice Tests: J. Parkes Minute Papers: M. Zeilik FLAG CATs

  8. Conceptual Diagnostic Tests • Assess prior knowledge of students • “Misconceptions” research, “think aloud” interviews; “natural language” • Measure pre/post conceptual gains (normalized gain, <g>) • Force Concept Inventory (FCI); Astronomy Diagnostic Test:“Astro 101”, nationally normed, reliable & valid

  9. Pre/post: ADT National Project/UNM<g> = (post% - pre%)/(100 - pre) Standard errors plotted UNM UNM

  10. From Quarks to Cosmos(Committee on the Physics of the Universe; NRC) • 11 interface areas (21st century!) UNM Physics 102 (Conceptual Physics) poll, top 5: • What is dark matter? • What is the nature of dark energy? • How did the universe begin? • Are there additional spacetime dimensions? • What are the masses of neutrinos?

  11. Student Assessment of Learning Gains (SALG) • Probes learning gains students perceive for specific aspects • Avoids performance critiques (“Dr. Fox”) of instructor (not correlated with conceptual gain) • Easily customized (15 min); access through FLAG(hosted by University of Colorado/Boulder)

  12. Cooperative Quiz Gainsby Gender

  13. Does it stick? (Coop quizzes/Test)

  14. Grade Expectations

  15. Assessment “C” Lessons(Gender Sometimes Matters!) • Content matters! • Concepts matter! • Connections matter! • Context matters! • Confidence? • Competence? Assessment probes all & increases achievement by 0.5 SD!

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