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Using Assessment to Design Instruction that Enhances Student Learning From Seminarcolepsy To Deliberate practice Michelle Withers, West Virginia University Intended Learning Outcomes • By the end of this workshop you will be able to: – design classes that help your students learn what you want them to learn – use formative assessment to engage students in “deliberate practice” so they can achieve your intended learning outcomes Are our students learning what we want them to learn? A Private Universe Brainstorm • If the folks from “A Private Universe” interviewed your class at the end of the term, what things would you be embarrassed to find that your students didn’t know or couldn’t do? Backward Design goal-oriented instructional design that emphasizes learning not teaching (Wiggins and McTighe, 1998) Learning goals Assessments What should students know or be able to do by the end of your course? What evidence will convince you that they got there? Learning activities How will you help them get there? Which column is easier to assess? Learning Goals Intended learning outcomes A. Understand gene expression A. Students will be able to predict changes in amino acid sequences caused by mutations B. Develop science process skills C. Understand evolution by natural selection B. Students will be able to interpret a graph. C. Students will be able to explain how adaptations seen in nature occurred. Alignment Learning Goal Intended Outcome Assessment Learning Activity Students will understand evolution by natural selection Students will be able to explain how adaptations seen in nature occurred. Students will be able to explain how running speed in cheetahs increased given interactions with their prey. Work in groups to explain how various adaptations occurred. If they sit and listen, what they learn to do is sit and listen. Randall Phillis, UMass Amherst “Deliberate Practice” The one doing is the one learning. As the acorn grows into the tree, the majority of the biomass comes from _________ A. B. C. D. Air (104671) Soil (104672) Water (104678) Sun (104683) Text a code to: 37607 Three identical plates of radish seeds are incubated under three conditions, with results as shown. Their DRY weights in increasing order will be (lightest to heaviest): A. B. C. D. E. 1, 2, 3 (104736) 1, 3, 2 (104740) 3, 2, 1 (104741) 3, 1, 2 (104745) All the same (104753) 1 2 Text a code to: 37607 Batzli and Ebert-May 3 What are some intended learning outcomes that the previous learning activities would help students achieve? Reflection • What did you learn or experience in the role of student? • What feedback did the learning activities offer the you? • How do you think this feedback compares with a traditional lecture classroom? Summary • Backward design is a framework for creating a goal-oriented class that drives meaningful learning • Formative assessment serves as deliberate practice to engage students in ways that help them achieve your intended learning outcomes • There are a variety of ways to successfully engage students, so use methods that fit your style and situation. Number of students Comparison of student normalized learning gains in traditional and interactive-engagement courses traditional interactive interactive % normalized learning gain Developmental biology,a required course for majors, ~70 junior and senior undergraduates, taught in Fall '03, Spr. 04,and Spr. 05 by Jennifer Knight and Bill Wood (Cell Biol Educ 4: 298310, 2005).