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LearnLab ’ s Annual Learning Science Workshop

LearnLab ’ s Annual Learning Science Workshop. Failing the Test Doesn ’ t Mean I ’ m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene Medlin, Science Education Albany State University, Albany, Georgia. The Problem.

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LearnLab ’ s Annual Learning Science Workshop

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  1. LearnLab’s Annual Learning Science Workshop Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene Medlin, Science Education Albany State University, Albany, Georgia

  2. The Problem • Our students in the College of Education maintain a 2.5 minimum GPA to stay in the program • Our students received good grades in course work • BUT • Our College of Education students were not passing the state licensure test (GACE)

  3. Observations • Grade Inflation? • Could answer questions critically • Could apply content to solve problems • Could interpret scenarios knowledgably • Oral Expression? • Use colloquialisms • Use informal language • Language diversity?

  4. Observations • Writing? • Can the students do constructed responses? • Not using science language • Write informally • R U cing this? Social networking? • Do not explain responses • Social networking 140 characters? • Add lots of fluff without substance • Do not consider audience

  5. Observations • Content knowledge? • Familiar with content standards • Not knowledgeable with using • Familiar with content • Do not make connections between the standards and content • Lead to question: WHY?

  6. Assessment • What state licensure test? • GACE – what is it? • Score and trends • Historical • Why now?

  7. Reflections • Review Standards • What do they mean to the students? • Review Courses • Are we using standards-based instruction? • What is standards-based instruction? • Oversight on courses taught out of College of Education? • Review Program Components • What courses teach science content? • Is the content aligned to standards?

  8. Potential Causes • ISCI Classes • Not in COE • Lack of Alignment between content and standards • Lack of Connection between content and standards • Lack of student conceptual understanding • About how to identify the content needed to know for the standard • Scared of science – ECEC • Science not emphasized in elementary classrooms • About how to link science to other content areas

  9. Interventions • Program Review • NCATE and Outside consultants • Reflect on course organization • What is taught? How taught? Why taught? • Overt use of standards – syllabi and content • Improve test taking strategies • Model tests on GACE – selected and constructed responses • Teach how to answer constructed responses, context clues • Read all distractors • Screen for GACE preparedness • Modify assignments • GPS File folder and interactive notebooks

  10. Impact • Faculty Development • Focus on overt use of GPS in courses • Focus on linking GPS and content • Course Development • Identify GPS with specific content • Align syllabi in College of Education • Inform and/or educate outside faculty regarding GPS • Student Development • Overt use of GPS • Help students practice use and development of GPS

  11. For the Future • Interdisciplinary planning • GACE seminars and study sessions • Use GPS file folders for review • Patience

  12. Questions? Thank You and The End

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