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Kalie’s test A workshop for parents on standardized testing

Kalie’s test A workshop for parents on standardized testing. Master’s Project Review Stanford University May 17, 2002 Michael Griffin. Presentation overview. Thumbnail description Design history Approach Next steps. Kalie’s test: description.

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Kalie’s test A workshop for parents on standardized testing

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  1. Kalie’s testA workshop for parents on standardized testing Master’s Project ReviewStanford UniversityMay 17, 2002Michael Griffin

  2. Presentation overview • Thumbnail description • Design history • Approach • Next steps Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  3. Kalie’s test: description • Workshop for middle school parents on standardized testing • Story of a character named Kalie • Structured interrogation of interactive models • Participation in scenario • Role-playing • Reflection • Discussion Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  4. Kalie’s test: context of use • Live group setting • Computer-equipped facilities • Disseminated over the web Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  5. Design history • Primes (NSF-funded) • Early work • Seattle Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  6. Primes • NSF-funded • Housed at IRL, WestEd, Stanford • Learning goals • You can do math, important in middle school, today’s classrooms, help your child • Products • TV special • Parent Guide • 9 workshops (*) Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  7. Primes workshops • 2-hour experiences • Workshop-in-a-box • Get parents in the door • Build math confidence, understanding of school setting > more involvement • Middle school math + relevant topics Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  8. Early work • Testing is relevant topic • Math: percentile • Learn percentile using hands-on activities (model reform curriculum) • Paper materials • Idea: use simulation Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  9. Early work: simulation Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  10. Seattle • Met with parents, teachers at a public elementary school in Seattle • 1st meeting: show-and-tell, listen • “Why percentile?” • “What about big issues?” • 2nd meeting: informational workshop • Topics: choosing schools? legal issues? what do scores mean? how to improve scores? Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  11. Rationale • Learning problem • Learning goals • Conceptual framework Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  12. Learning problem • Parents need more knowledge to advocate effectively • No standards for content • Discourse is partisan, controversial • Piecemeal content used to support opinions • Reasoning requires schematic understanding Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  13. Learning goals • Parents need to be able to: • Engage in discourse • Make informed decisions • Develop and defend arguments • Flexibly accommodate new information • Develop informed opinions Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  14. Conceptual framework • Situative, socio-historic perspective • Social practices of inquiry and learning • Support for identity • Discourse and representation • Realistic problems and settings • Cognitive apprenticeship • Echoed in Friere’s Pedagogy of the Oppressed • Attention to cultural situation • Encourage voice, criticality, praxis Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  15. Approach • Workshop overview • Tour Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  16. Workshop overview:Activities Role plays Intro Software Scenario Group Reflection 20 min 20 min 20 min 25 min 15 min 20 min Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  17. Tour: Introduction Intro - Software - Scenario - Role plays - Reflection - Group • Personal introductions • QuickTime video viewed as whole group • Explain learning goals, workshop plan • Overview of testing system • Perspectives of various stakeholders • Why test? • Hot topics Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  18. Tour: Software description Intro - Software - Scenario - Role plays - Reflection - Group • Model stands in for an expert’s understanding • ‘Glass box’ design, weighting/rationale • Actually useful for understanding NYT! • Doesn’t include • Situative perspective (e.g., identity); testing is developed and discussed from cognitive/behavioral perspective • Detailed model of knowledge; ‘alignment’ Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  19. Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  20. Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  21. Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  22. Tour: Software activities Intro - Software - Scenario - Role plays - Reflection - Group • Intuition:model is complex to novices (computer users, content learners) • Short, structured activities • Learn skills, concepts and interface simultaneously • Staging, bridging (Roy Pea’s principles for learning from visualizations, WorldWatcher) Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  23. Tour: Software activities example Intro - Software - Scenario - Role plays - Reflection - Group • Small groups explore model • Worksheet scaffolds inquiry • What happens when Kalie’s knowledge in math increases? • To her score • In the knowledge map • Does she get a passing grade? • Can you find a way to improve her score without increasing her knowledge? Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  24. Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  25. Tour: Scenario Intro - Software - Scenario - Role plays - Reflection - Group • QuickTime video viewed by small groups • Story about Kalie taking a test • Results are low, though she does well in class • Worksheet • Structures inquiry • Team builds rationale for confused parents Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  26. Tour: Role plays Intro - Software - Scenario - Role plays - Reflection - Group • QuickTime video viewed by small groups • Stories about Kalie, class taking a test • Each group watches different case • Results are confusing to variety of stakeholders • Role play • Individuals take notes, make case • Debate each other • Share experiences across groups Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  27. Tour: Reflection Intro - Software - Scenario - Role plays - Reflection - Group • Worksheet to guide reflection • What new ideas have I come across? • What factors might be at play with my child? • How do I feel about tests? • What might I try to do to make my child’s experience better? • Can I help my community? Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  28. Tour: Group discussion Intro - Software - Scenario - Role plays - Reflection - Group • Discussion, sharing of ideas that come from reflection • QuickTime video viewed by whole group • Next steps • Resources for more information • Take-home booklet with resources Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  29. Next steps • User studies • Learner study • More content/model vetting • Repurpose for other users? • Expand from glass box > creative tool Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  30. Additional details Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  31. Learner study Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  32. Relationships Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  33. Usability • Nielsen’s usability measures • Learnable? • Efficient? • Memorable? • Errors? • Satisfaction? • Nielsen’s heuristics • Simple, natural dialogue • Speak the user’s language • Minimize cog. Load • Consistency • Feedback • Exits • Shortcuts • Good error msgs. • Prevent errors • Help Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

  34. Interface design considerations • Rao’s heuristics • Graphics first • Use data’s grain • Focus, context • Animate transitions (esp. for discontinuous changes, on/off) • Stable, consistent spaces • Direct manipulation • Spotlight computational results • Direct manipulation • Bridge the gulfs • Directness • Semantic, articulatory distance Michael Griffin / Master’s Project Review / 17 May 2002 / mike@ninespeed.com

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