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Teaching Inquiry and the Impact of Performance Based Assessments

Teaching Inquiry and the Impact of Performance Based Assessments. Richard Onyancha, ME PhD candidate, UNH Kiza Armour, NH HS Teacher ( KArmour@pittsfield.k12.nh.us ) Matthew Endrizzi, NH HS Teacher. 2006 New England ASEE Conference Engineering Education & Practice for the Global Community.

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Teaching Inquiry and the Impact of Performance Based Assessments

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  1. Teaching Inquiryand the Impact ofPerformance Based Assessments Richard Onyancha, ME PhD candidate, UNH Kiza Armour, NH HS Teacher (KArmour@pittsfield.k12.nh.us) Matthew Endrizzi, NH HS Teacher 2006 New England ASEE Conference Engineering Education & Practice for the Global Community

  2. Integrating Engineering: Where We Were Filtering vs Teaching

  3. Heuristics of Engineering How does an engineer tackle problems?

  4. UNH PROBE Project Partnerships for Research Opportunities to Benefit Education http://leitzelcenter.unh.edu/GK12/home.htm Barbara Hopkins NSF Grant #0338277 Richard Onyancha & HS Student

  5. Goals • Guiding and encouraging teachers to experiment with new pedagogical techniques • Promoting, empowering and engaging students in science • Including engineering/design skills within the curriculum • Strengthening and connecting the mathematics within science classrooms

  6. Pittsfield 230 students in Grades 9-12 Different Schools 3 Years 10 Graduate Students/yr 9 Schools 1:1 pairing with teachers 700 students in Grades 9-12

  7. Changing Teaching • Example test question following a battery lab: • You have vinegar, water, cups, a DMM & wire leads, and tin snips (for cutting metal). You also have pieces of copper, silver, aluminum, and nickel. • You want to know if/how the size of a metal electrode affects the voltage of the cell. Briefly explain your experiment, being clear about what you’ll change and what you’ll keep the same… Make a data table for your experiment, labeling the columns/rows. (Clearly, your data table won’t have numbers yet because you haven’t conducted the experiment!) • Results from college prep sophomore class: • 9 students completely missed the point • 7 students understood they’d need to change the size, & measure voltage, but could not create a coherent table • 2 students received full credit for response

  8. Instruction Feedback is essential to learning Assessment

  9. Describe the Problem Parts Analysis (ways can/cannot change each) Materials Brainstorm Design Parameters Initial Brainstorms Background Knowledge TESTS: Data Table, procedure, conclusion Summations New Kinds of Entries… Think Twice… Build Once… Changing the nature of the feedback!

  10. Sample Journal Entry: Struggling Student

  11. See your world in terms of measurable variables that impact one another in definable ways. Variables Problem Solving Inquiry • How can you measure & change each? • How do you interpret & present the data? • Which variables are most relevant? • What effect does each have?

  12. Changing Kinds of Assignments

  13. Performance Based Assessment • Long Term Projects • Presenting Research of Existing Literature Toward More Authentic Thinking • “Cookbook” Lab • Student Designed Procedure • Lab Challenge • Outcome-Based • Investigation

  14. Lab Challenge • Students determine what data to measure, and how to collect it • Follows content instruction & connection is obvious • Immediate feedback • Example Rotational Equilibrium Lab Challenge (Senior Physics): • Each student has an individual apparatus consisting of a meter stick, 4 sliding mass hangers, and a fulcrum. Students are allowed to make any measurements deemed necessary, and to run trials to verify their understanding of the calculations. • For the challenge, the teacher specifies three of the four masses, and locations of all the mass hangers. The student must prepare the fourth mass such that the meter stick will be in rotational equilibrium. • This is a pass/fail assessment.

  15. Outcome Based Investigation Don’t “teach” pulleys first -- Students identify relevant quantities; use literature; design, conduct, analyze tests to determine relationships

  16. Jerome Bruner quote “A curriculum is more for teachers than it is for pupils. If it cannot change…teachers, it will have no effect on those whom they teach. The doctrine that a well-wrought curriculum is a way of ‘teacher-proofing’ a body of knowledge in order to get it to the student uncontaminated is nonsense.” Bruner, Jerome. The Process of Education. Cambridge, Mass: Harvard University Press. 1977. p. xv.

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