Post on 20-Jan-2015
description
Doctor Strange-RobOR
How I Learned To Stop Worrying and Love Assessment!
What is Assessment?
Formative Assessment
Usually at the start
Correct errors that can lead to bigger problems
Summative Assessment
Usually at the end of a block of time.
Think Final Exam
Assessment Test!≫
It has many disguisesDaily Quizzes
Group Quizzes
Discussions
Clickers
Writing Projects
Homework
Practice Tests
Daily and Group Quizzes๏ How does this work in the grade book?
๏ What if someone doesn’t pull their weight?
Group DiscussionsCould be online
Each person write a sentence in a paragraph
Random draw to explain to the class
Clickers Or Voting Questions
๏ Does NOT require electronics!
๏ There are tons of resources out there – use them!
Writing Assignments๏ Could be short
๏ Alone or in a group
๏ Explaining is the key
Online Homework Is Your Friend
Takes care of the drill problems
Immediate feedback
Timed quizzes to improve speed
We Don’t Teach Here
There are no magic answers!
Review QuizzesIn the online homework system
Only if we do not have an exam
Because of these, rarely do I hear in Calculus
“Wait, what is the product rule again?”
Practice Tests Keep Students on Schedule๏ What is
covered this block
๏ How much is covered in the semester
Practice Tests Remind Them of the Major Ideas
No need to create a review anymore
Sometimes this is a wake up call!
Also eliminates the section cheating.
How Fast? - Practice Tests
Your Free Time Will Vanish
You will find yourself looking for questions everywhere
Don’t re-invent the wheel, use resources!
Setting up questions will take time
Your Workload will Increase
๏ Writing good questions takes time
๏ Grading takes time
๏ Lining up assignments
๏ Yep, takes time
๏ So introduce these things in stages
Students Will Sing Your Praises!๏ Just not to you!
๏ Their next teacher will also sing your praises.
๏ No promises on how loudly they sing
Dr. Strange-Rob
a.k.a. Rob Eby
@RobEbymathdude
A copy and links at tinyurl.com/8gbozpf
Livin’ and Lovin’ the Live BindersPeg Hohensee, Ph.D.Kaplan University
Student Support Materials๏ Students not using your resources?
๏ Students not finding your resources?
๏ Students getting frustrated?
Live Binder Power
๏ Nearly 40,000 hits in 5 months
๏ Now ≈3000 hits per week!
Live Binders๏ Free service or pay service
Live Binders๏ Free service or pay service
๏ Organizes resources
Live Binders๏ Free service or pay service
๏ Organizes resources
๏ Static links
Live Binders๏ Free service or pay service
๏ Organizes resources
๏ Static links
๏ Dynamic organization
Live Binders๏ Free service or pay service
๏ Organizes resources
๏ Static links
๏ Dynamic organization
“Your 3-ring binder for the web”
www.livebinders.com – retrieved 10/16/12
Live Bind Link๏ Embed in class or center
๏ One url instead of a list of resources
Live Binder Shelves:(each class?)
Live Binder: (each unit?)
Live Binder: (tabs – each topic?)
Easy to create!
Multiple Layouts
Tools:๏ LiveBinder It Bookmarklet
Tools:๏ LiveBinder It Bookmarklet
๏ iPad App
๏ TeacherCast App
๏ Chrome App
Tools:๏ LiveBinder It Bookmarklet
๏ iPad App
๏ TeacherCast App
๏ Chrome App
๏ Links to your Blog or Website
Public Binders
Questions
Please contact:
Peg Hohensee, Ph.D.Director of Math Across the CurriculumKaplan University
phohensee@kaplan.edu
Nice to Meet You!
Virtual Introductions
in an Online World
Michelle LisKaplan University
How can you get to know and remember your students?
How can students get to know one another?
Voicethread + Wikispaces =Connections!
Voicethread
Sign up for a Voicethread Account
Create a Voicethread
You can upload:
๏ Images
๏ Documents
๏ Videos
Comment to add audio
Publishing Options
Ways to share
Pick Embed and Copy code
Wikispaces
Create an account
Create a Wiki
Helpful Hints
Go to Edit – Widget – Other HTML and paste your code
Page full of introductions
Done!
Contact info:
Michelle Lismlis@kaplan.edu
Helping Our Students by Recalling Our Teachers
John C. Miller
The City College of C.U.N.Y.
Statement #4๏ Our teachers’ teachers’ teachers’ teachers
routinely asked their studentsto show all their steps.
Statement #3๏ Our teachers’ teachers’ teachers
routinely asked their studentsto show all their steps.
Statement #2๏ Our teachers’ teachers
routinely asked their studentsto show all their steps.
Statement #1๏ Our teachers
routinely asked usto show all our steps.
Statement #1 (more examples)
๏ Miss Llewelyn
๏ Miss Trupiano
๏ Miss Koithan
๏ Mr. Gould
๏ Miss Sullivan
๏ Miss Sipson
๏ Mr. Reed
๏ Mr. Gideon
Miss Bessie M. Koithan’s Sixth GradeJohn E. Pound Elementary SchoolLockport, N.Y. 1949-50
Statement #1 (an exception)
๏ Let’s stipulate that“teachers” meansteachers at theundergraduate leveland below.
Prof. E. R. KolchinColumbia University
Statement #0๏ We routinely ask our students
to show all their steps ...
Statement #0 (continued)๏ … in order to provide
optimal feedbackif the last step is incorrect.
Statement # -1๏ We routinely ask our students
to purchase math softwarethat accepts onlyshort final answers.
Example #1: Problem and Solution
Example #1: Program’s Response
Example #2: Problem and Solution
Example #2: Program’s Response
Example #3: Problem and Solution
Example #3: Program’s Response
We Disposed of Multiple-Choice
We complained loudlyand in large numbersabout multiple-choicein the early 1990’s.
A publisher respondedby developing softwarethat accepted any final step.
All the other publishers followed suit!
We’ve Settled For Short Answers
No similar groundswellis apparent todayconcerning the limitationsof short answers.
Why Have We Settled?
1. We’re too slow-witted to have noticed.
2. We don’t care about our students.
3. We are too lazy or too timid.
4. We are terrified of intelligent software.
What’s To Be Done?
Punch out the messenger.
Honor our pedagogical ancestorsby protesting to publishersabout the serious limitationsof their short answer software.
THE PIZZAZZ TEACHER
TEACHING OUT OF THE
BOX
…….PIZZAZZ…….
IT IS LIKE EATING A………PIZZAIT IS ENJOYABLE……..
IT IS MOTIVATING…….
IT CREATES EXCITEMENT……..
IT PLACES A SKILL IN LONG-TERM MEMORY……..
PIZZAZZ INSTRUCTORS
THE STUDENTS WILL KEEP
DESIRINGMORE MATHEMATICAL
INSTRUCTION
COLLEGE PROFESSORA COLLEGE PROFESSOR SAID………
“LET’S ADD SOME SPICES TO MY INSTRUCTION TODAY”.
“ LET’S ADD SOME FLAVOR”.
“LET’S ADD SOME HUMOR”
“MY TEACHING NEEDS SOME PIZZAZZ !”
EFFECTS OF “PIZZAZZ”
WILL HELP BRAIN’S MEMORY STATION
1. RECEIVE INFORMATION
2. RETAIN INFORMATION
3. RECALL INFORMATION
BILL GATES FOUNDATION
2010 COLLEGE STATISTICS
31.3% GRADUATE IN 4- YEARS
56 % GRADUATE IN 6- YEARS
MATHEMATICS: “ STEM”
๏ MATHEMATICS: “A FILTER CLASS“
๏ “STEM COURSE”
SCIENCE / TECHNOLOGY
ENGINEERING /MATHEMATICS
EXAMPLE: “PIZZAZZ”MICKEY MOUSE : “ IMAGINARY” GUY
“NOT REAL”
IMAGINARY NUMBERS
Ii, 2i , 3i, 4i, 5i, 6i
MICKEY MOUSE
SPIDER MAN
TIGER WILL HELP!
COMPLEX NUMBERS
a+bi
4+7i
EXAMPLE: “PIZZAZZ”
TRIGONOMETRYHOME!
HOME!
HOMELESS!
WHO HAS A HOME ?
WHO HAS A HOME ?
WHERE IS TANGENT ?
QUADRATIC: f(x)=
EXPONENTIAL GROWTH
EXPONENTIAL DECAY
PLAN AHEAD!!
ADD A LITTLE HUMOR!
ADD A LITTLE FUN!
ADD A LITTLE “PIZZAZZ”
...……… AMERICA….……..
PRESIDENT BUSH SAID......
IF WE MAKE SURE THAT AMERICA’S
STUDENTS SUCCEED IN LIFE……
THEN THEY WILL MAKE SURE THAT
AMERICA SUCCEEDS IN THE WORLD……
HTML Embed Code, Peer Review and the Cloud
Fred FeldonCoastline CC
Fountain Valley, CA
Mathematical DiscussionShould Be the “Heart”
of All Your Classes
Mathematical DiscussionShould Be the “Heart”
of All Your Classes
“There must be far less telling on the part of the
teacher, and far more doing on the part of the student.”
Jean Piaget
Academic Content inOnline Discussion Boards
http://www.techsmith.com/jing
Add “HTML Embed Code”Button to Jing
Add “HTML Embed Code”Button to Jing
Copy “HTML Embed Code”to Clipboard
Pasting “HTML Embed Code”into Discussion BoardCourseCompass (Old Design)
Pasting “HTML Embed Code”into Discussion BoardPearsonMyLab (New Design)
Right Click Here
Peer Review andCloud Computing
Liberal Arts Math Writing and Research Component -- Choose One:
“Peer review raises academic standards in the classroom.” Carol Boston, ERIC Clearinghouse on Assessment and Evaluation,
University of Maryland, College Park, 2002
“When students are asked to write for one another, they write more effectively.” Richard Light, Harvard University, 2003
“Peer review ensures that the material is correct, as well as relevant, original and well written for the readers.” Ellen Yi-Luen Do, Department of Architecture, University of Washington,
2004
“Peer review ensures the quality of papers that are published, sets scientific standards of the discipline and
subtler standards of collegiality, behavior and ethics.” Ethics of Peer Review: A Guide for Manuscript Reviewers, Sara Rockwell,
Ph.D., Yale University School of Medicine, 2005
“Collaborative peer review is well suited as a formative evaluation.” Larry Keig and Michael Waggoner, Truman State
University, The Center for Teaching and Learning, 1994
http://writer.zoho.com
MOOC: Massive open online courses
https://www.coursera.org/course/maththink https://www.coursera.org/course/precalculus
PatrickJMT on YouTube
I’ve never done this well in a math class. I learned I can do math! The curiosity we had as kids fades away and now we need practical applications. This class has it! I especially enjoyed reading everyone’s video project report (and writing my own). – AS Spring 2012
This is the first math class I’ve actually enjoyed, ever! Math C100 (Liberal Arts Math) is one of the best courses I’ve ever taken. – RM Fall 2011
This is the most valuable and relevant math class I’ve ever taken. I learned new things and found new Internet sites I’ll be sharing with my whole family. I will recommend this course to friends over and over. – LG Summer 2011
The video project made me go from being terrified of math to being totally respectful and in awe of math. Anyone frustrated with algebra or geometry should take this course. – GG Spring 2011
I recommend this class to everyone. I always wondered where and when anyone would use math. This course answered that question: Everywhere and all the time! – MB Fall 2010
This course should be a requirement for all college students. Seriously! You’re not just memorizing stuff. You’re learning how to explain and better understand the world around you. – SL Summer 2010
Thank You
ffeldon@coastline.edu
This presentation is available to download at
http://www.slideshare.net/ffeldon
Related videos are at
http://www.youtube.com/ffeldon
Luke WalshCatawba Valley Community CollegeHickory, NC
LIFE
FRIENDS
FAMILY
JOB
BEING YOUR BEST
TOO MUCH TIMEON YOUR HANDS
TIMe
TIMe
BIRTHYEAR
1882YEAR
1882YeAR
HANDS
JOIN
2 MUCH TIMe
RAISe AWAReNeSS
BeCAUSe OF THeIR TIMe,
I HAVe 2 MUCH TIMe ON MY HANDS.
Smart Pens:Past, Present, and Future
Lawrence PerezSaddleback College
past present future
Source: http://www.wired.com/wired/archive/13.11/leapfrog.html
Marggraff had an epiphany about educational toys while watching his 4-year-old learn to read.
past present future
Source: http://www.livescribe.com/en-us/smartpen/echo/Source: http://www.papershow.com/us/
past present future
Source: http://www.danedigital.com/6-Zpen/
past present future
Students hear the instructor and see themselves writing down lecture notes.
past present future
How can this technology enhance student learning? Students hear the
instructor and see themselves writing down lecture notes.
past present future
A student is filmed demonstrating a learning outcome while verbally explaining the work.
Next, the student and a faculty member analyze the student’s work and reflect on the student’s verbal explanation.
past present future
Next, the student and a faculty member analyze the student’s work and reflect on the student’s verbal explanation.
past present future
Solve for x.
4 + x = - 6
past present future
Solve for x.
4 + x = - 6
past present future
Source: http://www.units.muohio.edu/servicelearning/node/316
past present future
Source: http://www.units.muohio.edu/servicelearning/node/316
How can this technology benefit educators?
past present future
Hundreds place.
Ten-thousands place.
Ten-millions place.
3 9 0 , 5 8 4 , 7 2 6.
Tens place.
Ones place.
Hundred-thousands place.
One-millions place.
Hundred-millions place.
Example 1: Find a pattern for place value in a whole number.
VideoVideo
Place valueThe position of a digit in a number determines its place value.
Determine the place value of a digit in a number.
AssessmentAssessment
Objective 1
Video WorksheetVideo Worksheet
One-thousands place.
past present future
past present future
How can this technology improve communication between educators and students in the online environment?
past present future
-4 4 8-8
4
8
-8
-4
x
y
2y x Graph
past present future
-4 4 8-8
4
8
-8
-4
x
y
2y x Graph
past present future
-4 4 8-8
4
8
-8
-4
x
y
2y x Graph
past present future
-4 4 8-8
4
8
-8
-4
x
y
2y x Graph
past present future
Larry PerezSaddleback College
LPerez@saddleback.edu
past present future
-4 4 8-8
4
8
-8
-4
x
y
2y x Graph
Imagine how difficult it would be for student to cheat using this format.
Math Anxiety, Test Anxiety, and Working Memory:
Modifications that help highly anxious students in coping with traditional assessments
Chris L. YuenCLYUEN@buffalo.edu
University at Buffalo, SUNY
AMATYC Annual Conference ITLC Sponsored Ignite Event
November 9, 2012
Math anxiety vs. test anxiety
• Math anxiety was viewed as an extension of test anxiety in the 60’s and 70’s.
• Both were viewed as a psychological construct.
Math anxiety vs. test anxiety
• But we will soon see that it is both a cognitive and psychological construct, which learners have both emotional and strategic responses to cope with the anxiety.
Math anxiety as an independent phenomenon
• Ashcraft et al. (2002, 2005, 2009) asked individuals to read controlled passages of ordinary narratives and treatment passages where content words are replaced by mathematical words.
Math anxiety as an independent phenomenon
• They found that the error rates in reading the treatment passages were significantly higher than those in the controlled passages.
• These findings aim to isolate test anxiety from mathematics anxiety.
Research on letter recall
It was as if the high math-anxious participants were participating in a three-way competition for their limited working memory resources: difficult math, letter retention and recall, and their own math anxiety. The load on working memory became so pronounced that their performance deteriorated markedly—affective drop (Ashcraft & Moore, 2009, p. 202).
Research on letter recall
It was working memory that was compromised in [the] study of college students’ performance and math anxiety; working memory suffered the brunt of the math anxiety effect because of the inner-worries and self-doubts that are reported by math-anxious individuals (Ashcraft & Moore, 2009, p. 203).
Definition of “math anxiety”
Feelings of tension and anxiety that interfere with the manipulations of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations (Richardson & Suinn, 1972).
Other triggers for anxiety• Computerized testing: research
shows that students may perform better on a paper-and-pencil test than on a computerized version of the same test.
• Timed test: research shows that students may perform better in an untimed condition than in a time condition.
Motivation to math anxious friendly assessments
Because research shows that working memory can be compromised by math anxiety, highly anxious individuals can be of disadvantage to some of the features in traditional assessments.
Modifications to timed tests
• Traditional: time allotted for an entire test or for sections of a test
• Modified: suggested time for the entire test, and devote a scoring weight for a timing rubric
Timing rubric – an example
Suggesting time: 1 hour
Weight: 10% of the test grade
• Full credit for turning in the test within the suggested time
Timing rubric – an example
Graduated scale for turning in the test for no more than the following duration:
• 90% credit for 1 hour 10 minutes• 80% credit for 1 hour 20 minutes• 70% credit for 1 hour 30 minutes• 60% credit for 1 hour 45 minutes• 50% credit or lower for duration past
1 hour 45 minutes
Timing rubric – an example• It is not necessary to over emphasize
BEFORE an assessment to the students of the scoring methods with a timing rubric.
• But provide feedback to the students on their time management AFTER so that they still have a sense that timeliness is an expectation.
Open-ended questions
• Emphasize to the students that there could be multiple correct responses
• Often ask students to explain in plain English to transcend students’ concept that everyday informal math can be acceptable for school math.
• Encourage students to discuss “What if” situation
Open-ended questions• Encourage students to discuss “What
if” situation• For example, explain why 3 is not an
even number. What if 3 is divisible by 2?
• This is not proof by contradiction, but this is an introduction to help students validate their own thinking and use their ideas appropriately in developmental math courses.
Open-ended questionsOn multi-parts questions:
• Do not lump all the parts into one single paragraph.
• List one part at a time and leave space for students to respond, and then list the subsequent part below the space.
• This is to help alleviate the working memory issue of math anxious students.
Computerized testing
• Some students are anxious in this format.
• Offer a paper-and-pencil alternative to students.
• Also consider: offer a face-to-face verbal version with students who need accommodations in their learning and assessment.
Multiple choice questions• Often induce anxiousness• Multiple choice questions require
letter recall.• Research shows that letter recall is
compromised with math anxious individuals.
• Avoid these questions and avoid letter transfer to separate answer sheets and Scantrons.
General principle on modifying assessments
• Begin with the ideas that working memory is compromised, and evaluate a test where working memory is required as a part of the operation of an assessment.
• Design features on the operations of an assessment could be modified to created a more math anxious friendly assessment.
• However, students are still expected to access their working memory of math content and knowledge to perform well.
Pins! Sharing Teaching Tips Through
Rebecca SchantzInstructor, MathematicsSt. Louis Community College - Wildwood
Survey your students easily with Google Drive
The evolved CAT
Drop-down menus, FR, Scales, Grids, Checkboxes, Multiple Choice, …
Share results with students easily!
PollEverywhere.comLet students use their phone… like a CLICKER!
Free Response / MCText or send via hyperlink
MC …. Want to try?
IF-ATs: Immediate Feedback Assessment Techniques
How do IF-ATs work?
Auspens: Refillable Dry Erase Markers from Ecosmart
6 pens + 6 refill bottles < $50
I see a linear system!
Cool alternatives to flashcards
Oh! the possibilities
Smartpen Pencasts
Free Ways to Share Privately
Dropbox
Google Voice
The Kawaii “kah-why” Factor
More of this means more of this
Dr. Megan E. Bradley, Frostburg University, “Establishing the Right Mindset: Helping Your Students to Train Their Brains”
Students’ (formerly optional) Math Photos…
Dr. Tami Eggleston, McKendree University, “Leveraging the Technology Toolbox: Engaging Students Through Personalization and Belonging”
to “First Day” Scavenger Hunt!
Our Pinterest Comfort Levels
Pinterest Comfort Level PE
In closing, you’ve been warned…
Thank you!
You can find my Pins when you
search: Becky Schantz, Pinterest,
“Teaching Tool Faves”
Do you Pin or want to learn how? Just let me know! I can help.
A Vision for Long Term Educational Reform
Jon OaksMacomb Community Collegewww.jonoaks.com