Backwards Design & Assessment

1. Backwards Design& Assessment Jenny McFarland, PhD Edmonds Community College SAGE 2YC Workshop 14 June 2017, Tacoma WA Supported by NSF grant DUE-1043443

2. Outline • Introductions • Private Universe • What do you want your students to know and be able to do? • Background & Backwards Design

3. Assessment Groups Adrienne Andy Becca Bridget Dave V Dave M Debra Eriks Lynsey Mel Sean Bryn Cheryl Chris Daina Keith Kristie Pete Elizabeth Gretchen Karen B Karen L

4. Private Universe What are your reactions (thoughts and feelings) about the video in which Harvard graduates explain seasons: https://www.youtube.com/watch?v=p0wk4qG2mIg? Write on worksheet

5. Your students? What would you be most embarrassed to find that your students didn’t know or couldn’t do by the end of your course?” Write – Pair – Share in your groups of 3-4

6. What will your students remember? What do you think will your students remember from your course(s)? Write on worksheet

7. Your goals for your students What do you want your students to know and be able to do 5 years later? Geoscience concepts? Skills and competencies? Write – Pair – Share in your groups of 3-4

8. Learning Outcomes • What are some of the core concepts in geosciences? • What are some of the core competencies or skills important for geoscience students? Merge groups (form 3 larger groups) and use your worksheets – choose one person to report out.

9. What is Backwards Design? Think – Pair - Share

10. Backward Design What should your students be able to DO at end of class? What evidence do you collect to show that they can DO it? What practice do you design to help them gain skill? LEARNING OUTCOME ASSESSMENT CLASS ACTIVITIES Understanding by Design Wiggins and McTighe 1998

11. Backward Design & Alignment What should your students be able to DO at end of class? What evidence do you collect to show that they can DO it? What practice do you design to help them gain skill? Core Concepts & Conceptual Framework Summative Assessments Learning Activities & Formative Assessment Wiggins and McTighe 1998

12. Functions of Assessment “What is the most important function of assessment for you?” Write on worksheet (Dirks et al. 2014, chapter 8)

13. Functions of Assessment What are other important functions of assessment for you? Write – Pair – Share in your groups of 3-4

14. Types of Assessments • What types of Summative Assessment do you use or have you used? • What types of Formative Assessment do you use or have you used? Write – Pair – Share in your groups of 3-4

15. Types of Assessments next year? What types of Assessments would you like to begin using in the next year? Formative? Summative? Write on worksheet.

16. Types of Assessments next year? As you try a new type of assessment, what resources might you use – other change agents, colleagues, trainings, papers, books ... ? Write – Pair – Share in your groups of 3-4. Merge groups (form 3 larger groups) and use your worksheets – choose one person in each group to report out.

17. Acknowledgements This workshop was informed by the work of our Conceptual Assessment for Physiology project. It has involved contributions by physiology and A&P faculty at community colleges, liberal arts institutions, research universities and medical schools. The CAP (Conceptual Assessment for Physiology) project team physiologyconcepts.org has been working together for the past 6 years. • Bill Cliff (Niagara University) • Jenny McFarland (Edmonds Community College) • Harold Modell (Bastyr University) • Joel Michael (Rush Medical School) • Mary Pat Wenderoth (University of Washington – Seattle) • Jennifer Doherty  (University of Washington – Seattle) • the late Ann Wright (Canisius College) • We have been supported by NSF grant DUE-1043443. • This work is aligned with the recommendations of Vision & Change and the work of PULSE (the Partnership for Undergraduate Life Science Education).

18. References • American Association for the Advancement of Science (AAAS). 2011. Vision and Change in Undergraduate Biology Education: A Call to Action, Washington, DC: AAAS. • Crowe , A., Dirks, C. and Wenderoth, M.P. 2008. Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology, CBE Life Science Education 6(3): 243­249. http://www.lifescied.org/cgi/content/full/7/4/368 • Dirks, C., Wenderoth M.P., Withers, M. Assessment in the College Science Classroom. New York: W. H. Freeman and Company; 2014. • Schneps, M. H., Sadler, P. M., Woll, S., & Crouse, L. (1989). A Private universe. S. Burlington, VT: Annenberg Media https://www.youtube.com/watch?v=p0wk4qG2mIg • National Research Council (NRC). 2000. How people learn: brain, mind, experience, and school, expanded edition. Bransford J. D., Brown A. L., Cocking R. R., editors. National Academies Press; Washington, DC. • Wiggins G, McTighe J. 2006. Understanding by Design, Upper Saddle River NJ: Pearson Education, Inc.

19. Thank you! Thank you for your time and participation.