Issues in Assessment in Higher Education: Science

1
Issues in Assessment in Higher Education Science

• Higher Education Forum on Scientific Competencies
• Medellin-Colombia Nov 2-4, 2005

Dr Hans Wagemaker INTERNATIONAL ASSOCIATION FOR
THE EVALUATION OF EDUCATIONAL ACHIEVEMENT
2
Theme Validity in Assessment

• What can/should be Assessed.
• How can it be Assessed
• Frameworks, Curriculum and Trajectories
• From TIMSS to Higher Education

3
Purpose of Assessment Assessment for
Learning/Assessment of Learning

• Validity/Reliability- Primacy of Validity
• Construct Validity
• Consequential Validity

4
TIMSS what is AssessedContent Domains

• Grade 4 Life, Physical and Earth Science
• Grade 8- Biology, Chemistry, Physics, Earth
  ScienceTIMSS Design

5
What is Assessed Cognitive Assessment Domains

• Knowing
• Applying
• Reasoning
• Scientific Inquiry
• Implies different strategies

6
Knowing

• 1. Recall/Recognize- statements, facts,
  relationships, processes, concepts.
• 2. Define- provide or identify definitions of
  scientific terms, vocabulary, symbols,
  abbreviations, units, scales in appropriate
  contexts.
• 3. Describe- organisms, physical materials,
  scientific processes that demonstrate knowledge
  of properties, structure and relationships.

7
Knowing

• 4. Illustrate with Examples support or clarify
  statements of facts or concepts with appropriate
  examples- provide specific examples
• 5. Use tools and procedures demonstrate
  knowledge of the use of science apparatus,
  equipment , tools, procedures, measurement
  devices.

8
Applying

• 1. Compare contrast classify- identify or
  describe similarities/differences between groups
  of organisms, materials, processes distinguish,
  classify or order objects, materials or organisms
  and processes based on given characteristics and
  properties.

9
Applying

• 2. Use Models use a diagram or model to
  demonstrate science concept, structure,
  relationship, process, biological or physical
  system or cycle ( e.g.. Atomic structure,
  electrical circuit, water cycle)

10
Applying

• 3. Relate relate knowledge of an underlying
  biological or physical concept to an observed or
  inferred property, behavior, or use of objects,
  organisms or materials
• 4. Interpret information - interpret textual,
  tabular or graphical information in light of a
  scientific concept or principle

11
Applying

• 5. Find solutions use a science relationship,
  equation, or formula to find a qualitative or
  quantitative solution involving the direct
  application/demonstration of a concept
• 6. provide and explanation for an observation
  demonstrating understanding of the underlying
  science concept, principle, law or theory.

12
Reasoning

• 1. Analyze problems to determine the relevant
  relationships, concepts and problem solving steps
  develop problem solving strategies
• 2. Integrate/Synthesize provide solutions to
  problems that require consideration of a number
  of different factors or related concepts
  integrate mathematical concepts

13
Reasoning

• 3. Hypothesize/predict combine science
  knowledge with information from
  observation/experience or formulate questions
  that can be answered by investigation formulate
  testable hypotheses make predictions about
  effects of changes in biological or physical
  conditions in light of evidence and scientific
  understanding

14
Reasoning

• 4. Design Plan investigations appropriate for
  answering questions
• 5. Draw conclusions detect patterns in data
  trends interpolate
• 6. Generalize make general conclusions that go
  beyond experimental or given conditions
• 7. Evaluate weigh advantages/disadvantages
  about alternative processes, materials,
  alternative explanations etc.

15
Reasoning

• Justify use evidence and scientific
  understanding to justify explanations and problem
  solutions

16
Scientific Inquiry

• 1. Demonstrate a formalized approach to
  scientific investigation

17
Core Principles of Effective Assessment

• 1. assessment that guides and encourages to
  effective approaches to learning
• 2. assessment that validly and reliably measures
  expected learning outcomes, in particular
  higher-order learning that characterizes higher
  education
• 3. assessment and grading that defines and
  protects academic standards

18
Assessment for Learning- Formative

• Validity of Assessment for learning is high when
  assessment procedures help the student toward
  achieving the real goals of the learning
  activity
• Requires, committed participants, trust,
  understanding of what is being asked, effective
  feedback

19
Assessment for Learning Formative Assessment

• Task Factors Knowledge of key aspects and
  difficulties of task
• Criteria students told ( and understand)
  clearly what is needed.
• Standards set standards are appropriate to
  students
• Feedback balance of attention both strengths
  and weaknesses- is useful for student

20
Assessment of Learning Summative Assessment

• Done under conditions that give confidence it is
  students own work.
• Marking is standardized across several of many
  teachers
• Most up to date information possible

21
Assessment of learningSummative Assessment

• Quality ( and appropriateness) should take
  precedence over quantity
• Things that can be assessed in final exam should
  be - those that can not should not.
• If multiple assessments of same material final
  grade should reflect final level of performance

22
Assessment of Learning- Summative Assessment

• Disadvantage time sampling problem
• May not be valid for admitting student to next
  stage of education

23
Indicators of affective assessments

• 1. assessment which is integral component of
  teaching and learning process
• 2. multiple roles of assessment recognized.
• 3. departmental/faculty policy as guide
• 4. alignment between what is taught and what is
  assessed.

24
Indicators..

• 5. Assessment tasks assess capacity to analyze
  and synthesize new information.
• 6. Variety of assessments used
• 7. Assessment designed to assess generic skills
  as well as subject specific skills

25
Indicators

• 8. steady progression of complexity and demands
  in later years
• 9. student choice (paper/exam/timing)
• 10. workloads considered
• 11. not excessive assessment
• 12. task weighted to balance formative and
  summative roles

26
Indicators

• 13. Grades calculated on basis of clearly
  articulated learning outcomes.
• 14. Students provided with explanatory feedback
• 15. Tasks checked for bias
• 16. Plagiarism minimized

27
Assessment formats

• Multiple choice
• Extended Response
• Individual Project
• Thesis
• Laboratory work
• Group work
• Computer based
• Presentations
• Many others oral, portfolio