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Exploring Learning and Assessment Through a Fractal Thinker's Perspective

Dive into the interconnected world of learning and assessment through the lens of a fractal thinker. Discover how neural connections are built, assess knowledge through surveys, and track changes in pedagogical practices for enhanced student learning. Explore various tools like formative surveys, SGID, SMTs, and CATs to monitor and improve teaching effectiveness.

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Exploring Learning and Assessment Through a Fractal Thinker's Perspective

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  1. A Fractal Thinker Looks at Learning, Observing and Assessing Ed Nuhfer, Center for Teaching and Learning, Idaho State University nuhfed@isu.edu

  2. KS 20 “…a generator?”

  3. KS 20, 21 philosophy, 22 philosophy/assessment

  4. The brain learns by building and stabilizing neural connections (see Leamnson, 1999). Some practices make sense from this standpoint; some just do not.

  5. All learning produces complex interconnected affectiveand cognitive synaptic “wiring.”

  6. Concept of a Knowledge Survey 1. = I have insufficient knowledge to answer this question. 2. = I have partial knowledge or know where to quickly (20 minutes or less) obtain a complete answer to this question. 3. = I can fully answer this question with my present knowledge.

  7. Split-halves tests of knowledge surveys always show high reliability of pre- and post- measures and changes. R (Spearman-Brown) =.98 pre- and 0.96 post-. KS 23 tests?

  8. Pre-course surveys offer useful affective information Confidence Rating -->

  9. Pedagogy: Formative Surveys • These look for useful teaching traits and the degree to which each is visible to students. • Good reliability provides a “pedagogical fingerprint” • Multiple measures of specifics without global generalizations • Can monitor change • Firmly grounded in the research

  10. A way to document “pedagogical practices” Look for employment of practices that research shows are useful to students’ learning. Use multiple measures (rather than a single global item). Many tools--formative surveys, SGID, SMTs, CATs.

  11. KS 15 an invention? 18 ct courses?

  12. Change in Levels of Thinking through a Curriculum KS 17hs/college, 19 coord?

  13. Is the course appropriately challenging? Once it is over, how did students do across different levels of challenge? KS 16

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