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Formative Assessment: A Method to Close the Feedback Loop

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Read the write-up. Score student work. Discuss the items with a disagreement ... The motion diagrams represent the positions of the balls at every frame. ... – PowerPoint PPT presentation

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Title: Formative Assessment: A Method to Close the Feedback Loop


1
Formative Assessment A Method to Close the
Feedback Loop
  • Eugenia Etkina,
  • Graduate School of Education
  • Rutgers University
  • March 2005
  • Ball State University

2
Members of Rutgers ASA Project
  • Alan Van Heuvelen,
  • Sahana Murthy,
  • David Brookes, Aaron Warren,
  • David Rosengrant, Maria Ruibal Vilassenor,
  • Suzanne Brahmia, Julia Timofeeva
  • NSF ASA Program
  • http//paer.rutgers.edu/scientificabilities/
  • http//paer.rutgers.edu/PT3

3
Outline
  • Assessment
  • Formative vs summative
  • Three steps of formative assessment
  • Self-assessment
  • Scientific abilities and assessment rubrics
  • Examples of assessment tasks
  • Practice in using the rubrics

4
Why do we need assessment?
  • One of the purposes of assessment within
    education is that of informing and improving
    students ongoing learning
  • Summative and formative

5
Formative Assessment
  • Formative assessment the process used by
    teachers and students to recognize and respond to
    student learning in order to enhance that
    learning during learning.
  • Gains reported due to formative assessment are
    the largest reported for an educational
    intervention (Black and Wiliam, 1998).

6
Essential components of formative assessment
  • Teacher giving feedback to the students
  • The teacher and students taking action to improve
    learning during learning
  • Self - assessment

7
Three essential steps
8
Self-assessment
  • Students must be be able to understand and use
    the criteria with which they are assessed, in
    order to bridge the gap between what they know
    and can do and the desired goal

9
What do we want to assess?
  • Conceptual understanding
  • Problem solving
  • Scientific abilities

10
What are some scientific abilities?
  • Ability to represent a process in multiple ways
  • Ability to design an experimental investigation
    (an observational experiment a testing
    experiment an investigation to solve a problem)
  • Ability to collect and analyze experimental data
  • Ability to construct and modify explanations
  • Ability to evaluate all of the above

11
Formative assessment tasksand rubrics
  • Multiple representation tasks (D. Rosengrant, A.
    Van Heuvelen, E. Etkina)
  • Experimental design tasks (S. Murthy, E. Etkina)
  • Unexpected data tasks (D. Brookes, E. Etkina)
  • Video problems tasks (D. Brookes, E. Etkina)
  • Evaluation tasks (A. Warren, A. Van Heuvelen)
  • http//paer.rutgers.edu/scientificabilities
  • http//paer.rutgers.edu/pt3

12
Development of rubrics
  • Identifying important sub-abilities
  • Writing descriptors (scale 0-3)
  • Finding clear wording
  • Scoring student work
  • Discussing the items with a disagreement
  • Revising wording

13
Using rubrics
  • Calorimetry experimental problem
  • Read descriptors (scale 0-3)
  • Read the write-up
  • Score student work
  • Discuss the items with a disagreement
  • Revise scoring

14
Where do we use them?
  • Lectures - electronic student response system
    with peer interactions and instructor feedback
  • Recitations - interactions with peers and TA
  • Labs - interactions with peers, self assessment
    with rubrics,interactions with a TA
  • Homework - interactions with a TA, posted
    solutions
  • Exams (summative - research purposes)

15
Ability to represent phenomena in multiple ways
  • Free-body diagrams where do you need to go?
  • An elevator is slowing down An elevator is
    slowing down on
  • on its way up its way down

Earth, cable
16
Rubric for self assessement
Free-body diagrams How to get there?
17
Formative assessment task in lecture
Where are you now?
Draw a free-body diagram for the ball in the air..
18
Do students actually use FBDs?
19
Problem solving strategy
  • Where do you need to go
  • 1. Picture and Translate
  • Sketch the problem situation include all known
    information.
  • Choose a system object and make a list of
    objects that interact with the system.
  • Indicate the direction of acceleration, if you
    know it.
  • 2. Simplify
  • Determine if you can ignore any interactions of
    the environment with the system object.
  • 3. Represent Physically
  • Draw a free-body diagram for the system.
  • 4. Represent mathematically
  • Apply Newtons second law in component form to
    the situation you represent in the free-body
    diagram.
  • Add kinematics equations if necessary.
  • 5. Solve and evaluate

20
Ability to evaluate somebodys problem solving
  • Where are you now?
  • The problem A 1000-kg elevator is moving down at
    6.0 m/s. It slows to a stop in 3.0 m as it
    approaches the ground floor. Determine the force
    that the cable supporting the elevator exerts on
    the elevator as it stops. Assume that g 10
    N/kg.
  • Proposed solution The acceleration of the
    elevator is
  • a vo2/2d (6.0 m/s)2/2(3.0 m) 6.0
    m/s2.
  • The force of the cable on the elevator while
    stopping is
  • T ma (1000 kg)(6.0 m/s2) 6000 N.
  • How to get there?
  • Identify all missing elements in this solution
  • Identify any errors in this solution.
  • Provide a corrected solution if there are errors.

1. Picture and translate. 2. Simplify. 3.
Represent physically. 4. Represent
mathematically. 5. Solve and evaluate.
21
Ability to devise relationships and test them
  • Observe the fall of two objects dropped
    simultaneously. Describe your observations in
    words, with a motion diagram and mathematically.
  • What if?
  • Predict what will happen to the distance between
    two objects one of which was dropped slightly
    before the other
  • a) The distance will stay the same b) the
    distance will decrease c) the distance will
    increase d) not enough information to answer.
  • Explain your prediction explain using words,
    motion diagrams, and mathematics. List
    assumptions.
  • Observe the experiment and revise your
    explanation if necessary.

22
Example of student reasoning
Prediction 1 The balls fall in exactly the same
way, thus the distance between them should remain
the same.
  • 1.
  • 1. 2.
  • 2. 3.
  • 3. 4.
  • 4. 5.

Prediction 2 The motion diagrams represent the
positions of the balls at every frame. If the
balls fall with the same acceleration, the
distance between them should increase.
23
Rubric for self-assessment
24
Rubric for self-assessment
25
Ability to deal with unexpected data
  • Use existing physics knowledge (this is not to
    elicit and confront pre-conceptions) to make a
    prediction about an outcome of a particular
    experiment
  • Explain why you made the prediction.
  • Watch the experiment, record the outcome, compare
    to the prediction.
  • Revise the explanation or the assumptions if
    necessary.

26
Ability to design an experiment to solve a
problem
  • Video problems.
  • Design experiments with scaffolding.
  • Design experiments with no scaffolding
    (practicals)

27
Video Problems
  • Observe the two experiments below. Use each to
    determine the .
  • Describe how you will use the video to determine
    the necessary quantities.
  • List all physics explanations/relationships you
    will use to determine
  • List all of the assumptions that you made.
    Describe the mathematical procedure that you will
    use to find the using the measured physical
    quantities.
  • Decide whether you have a reasonable agreement
    between the results of the two experiments.
    Evaluate the assumptions and uncertainties.

28
Design an Investigation to Solve a Problem
  • Design two independent experiments to determine
    the width of a strand of your hair. One method
    must involve ideas of diffraction.
  • Equipment Laser pointer, meter stick, holder
    for hair, screen, Vernier calipers.
  • ? Devise and write an outline of the procedure.
  • ? Draw a labeled diagram of your experiment.
  • ? Write the mathematical procedure you will use.
  • ? Write how you will measure the physical
    quantities you need.
  • ? List the assumptions are you making in your
    design. What are possible experimental
    uncertainties? How could you minimize them?
  • ? Perform the experiment. Record your
    measurements.
  • ? Calculate the thickness based on your procedure
    and measurements. Evaluate the effect of the
    uncertainties.
  • ? When finished both experiments, compare the two
    values for the thickness. What are possible
    reasons for the difference?

29
Design an Investigation to Solve a Problem
  • Design two independent experiments to determine
    the width of a strand of your hair. One method
    must involve ideas of diffraction.
  • Equipment Laser pointer, meter stick, holder
    for hair, screen, Vernier calipers.

30
The END
  • Thank you!
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