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A Fractal Thinker Looks at Learning, Observing and Assessing

A Fractal Thinker Looks at Learning, Observing and Assessing. Ed Nuhfer, Center for Teaching and Learning, Idaho State University. nuhfed@isu.edu. KS 20 “…a generator?”. KS 20, 21 philosophy, 22 philosophy/assessment.

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A Fractal Thinker Looks at Learning, Observing and Assessing

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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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