Formative AssessmentFormative Assessment: How Do We : How Do We Know Our Students Are Getting It? Know Our Students Are Getting It?

Julie BaldwinJulie BaldwinDept. of GeosciencesDept. of Geosciences

University of MontanaUniversity of Montana

Darrell HenryDarrell HenryDept. of Geology and GeophysicsDept. of Geology and Geophysics

Louisiana State UniversityLouisiana State University

Goals for this sessionGoals for this session

Discuss formative assessment and its Discuss formative assessment and its role in increasing student role in increasing student achievement/motivation in MPG achievement/motivation in MPG coursescourses

Learn/review a variety of formative Learn/review a variety of formative assessment classroom techniques assessment classroom techniques that can be used in MPG coursesthat can be used in MPG courses

Discuss role of technology in applying Discuss role of technology in applying formative assessment tools (clickers)formative assessment tools (clickers)

Types and Purpose of AssessmentTypes and Purpose of Assessment Diagnostic: Diagnostic: To identify To identify

preconceptions, lines of preconceptions, lines of reasoning and learning reasoning and learning difficultiesdifficulties

Formative: Formative: to inform to inform instruction and provide instruction and provide feedback to students on feedback to students on their learningtheir learning

Summative: Summative: To measure To measure and document the extent to and document the extent to which students have which students have achieved a learning targetachieved a learning target From: http://courses.ece.ubc.ca/365/final.html

Formative assessmentFormative assessment

““The most important single factor The most important single factor influencing learning is what the influencing learning is what the learner already knows. Ascertain this learner already knows. Ascertain this and teach him accordingly.”and teach him accordingly.” - Ausubel, Novak, and - Ausubel, Novak, and Hanesian (1978)Hanesian (1978)

From Preface to Keeley (2008), SCIENCE Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, NSTA Press

Formative assessmentFormative assessment

• “Assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests.”

After “Boston, Carol (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9).”

• “Assessments become formative when the information is used to adapt teaching and learning to meet student needs.”

Formative assessmentFormative assessment What does a formative assessment-What does a formative assessment-

centered classroom look like?centered classroom look like? Combines formative assessment classroom Combines formative assessment classroom

techniques (FACTs) with instruction for a techniques (FACTs) with instruction for a specific teaching and learning purposespecific teaching and learning purpose

Instruction, assessment, and learning are Instruction, assessment, and learning are intertwinedintertwined

Students learn while instructor gathers Students learn while instructor gathers feedback that informs instructionfeedback that informs instruction

Students are provided with feedback on Students are provided with feedback on their learningtheir learning

Purposes for using FACTsPurposes for using FACTs Activate thinking and engage students in learningActivate thinking and engage students in learning Make students’ ideas explicit to themselves and the Make students’ ideas explicit to themselves and the

instructorinstructor Challenge students’ existing ideas and encourage Challenge students’ existing ideas and encourage

intellectual curiosityintellectual curiosity Encourage continuous reflection on teaching and learningEncourage continuous reflection on teaching and learning Help students recognize when they have learned or not Help students recognize when they have learned or not

learned somethinglearned something Inform immediate or later adjustments to instructionInform immediate or later adjustments to instruction Help students develop self-assessment and peer Help students develop self-assessment and peer

assessment skillsassessment skills Give and use feedback (student to student, teacher to Give and use feedback (student to student, teacher to

student, and student to teacher)student, and student to teacher)

Fig 1.2 Keeley (2008), SCIENCE Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, NSTA Press

Examples of FACTsExamples of FACTs

Think-Pair-ShareThink-Pair-Share Directed ParaphrasingDirected Paraphrasing Annotated Student DrawingsAnnotated Student Drawings Three-Minute PauseThree-Minute Pause Interest ScaleInterest Scale

Keeley (2008), SCIENCE Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, NSTA Press

Think-Pair-ShareThink-Pair-Share Combines thinking with communicationCombines thinking with communication Have students to discuss their thoughts Have students to discuss their thoughts

about a question or topic in pairs or small about a question or topic in pairs or small groups, then ask a representative to groups, then ask a representative to share the thinking with the larger groupshare the thinking with the larger group

Can be used at any stage of instructionCan be used at any stage of instruction

http://historytech.wordpress.com/2010/03/12/tip-of-the-week-interactive-lectures-i/

i>clicker questioni>clicker question

Anhydrite has the formula CaSOAnhydrite has the formula CaSO44. Ca has . Ca has a coordination number of 8 and S has a a coordination number of 8 and S has a coordination number of 4.coordination number of 4.

The evb of Ca is _____. The evb of S is The evb of Ca is _____. The evb of S is _____. _____. A. 1/8, 1A. 1/8, 1B. 1/4, 2/3B. 1/4, 2/3C. 2, 2/3C. 2, 2/3D. 1/4, 3/2D. 1/4, 3/2

True or False.True or False. The S-O bond in The S-O bond in anhydrite is weaker than the Ca-O anhydrite is weaker than the Ca-O bond.bond.

i>clicker questioni>clicker question

True or False.True or False. The S-O bond in The S-O bond in anhydrite is anisodesmic.anhydrite is anisodesmic.

i>clicker questioni>clicker question

Example of TPS following Example of TPS following discussion of Pauling’s discussion of Pauling’s

Rules…Rules… Make a prediction regarding Make a prediction regarding

the crystal structure of the crystal structure of anhydriteanhydrite. Think about and write . Think about and write your own answer. Then in pairs, your own answer. Then in pairs, discuss the following: 1) what are discuss the following: 1) what are the shapes of the coordination the shapes of the coordination polyhedra? Refer to them as the polyhedra? Refer to them as the Ca-polyhedra and the S-polyhedraCa-polyhedra and the S-polyhedra2) How do you think these 2) How do you think these polyhedra are linked together polyhedra are linked together (think about Pauling’s 3(think about Pauling’s 3rdrd and 4 and 4thth rules)?rules)?

Directed paraphrasingDirected paraphrasing

Have students write their understanding Have students write their understanding of vocabulary/concepts after instruction.of vocabulary/concepts after instruction.

Direct the paraphrase towards a Direct the paraphrase towards a particular audience: e.g., parents, younger particular audience: e.g., parents, younger children, famous scientists who work on children, famous scientists who work on subjectsubject

Explain to a 10-year-old child how Explain to a 10-year-old child how minerals are classified.minerals are classified.

Explain to a mineralogist the solid solution Explain to a mineralogist the solid solution that occurs in plagioclase feldspar.that occurs in plagioclase feldspar.

Annotated student Annotated student drawingdrawing

Encourages students to access their prior Encourages students to access their prior knowledge and visually represent their knowledge and visually represent their thinkingthinking

The act of drawing encourages sense The act of drawing encourages sense making and awareness of one’s own ideasmaking and awareness of one’s own ideas

Appeals to visual learnersAppeals to visual learners Can be used to examine how students use Can be used to examine how students use

scientific terminologyscientific terminology Can surface areas of understanding and Can surface areas of understanding and

misunderstanding that are often not misunderstanding that are often not captured by wordscaptured by words

Annotated student Annotated student drawingdrawing

Draw a picture that Draw a picture that would help someone would help someone understand what understand what happens to a rock as it happens to a rock as it passes through the rock passes through the rock cycle. Draw, label, and cycle. Draw, label, and briefly describe each briefly describe each part of the rock cycle. part of the rock cycle. Include the changes in Include the changes in form and the processes form and the processes that cause these that cause these changes.changes.

http://wpstipurangaroom16.blogspot.com/2008_10_01_archive.html

Three-Minute PauseThree-Minute Pause Decide on logical breaks in lesson.Decide on logical breaks in lesson. Students divide up in pairs or triads and discuss Students divide up in pairs or triads and discuss

their ideas from the lesson for 3 minutes.their ideas from the lesson for 3 minutes. When the 3 minutes are up, the students stop When the 3 minutes are up, the students stop

talking and the lesson resumes.talking and the lesson resumes. At the end of the lesson, students have three At the end of the lesson, students have three

minutes to discuss and resolve any lingering minutes to discuss and resolve any lingering questions. Unresolved questions are then questions. Unresolved questions are then discussed as a class or addressed at the discussed as a class or addressed at the beginning of the subsequent class.beginning of the subsequent class.

Best used in lesson with large volumes of Best used in lesson with large volumes of information (e.g. optical mineralogy, information (e.g. optical mineralogy, crystallography)crystallography)

Interest ScaleInterest Scale Gauges student interest in the topic being Gauges student interest in the topic being

taughttaught Uses chart with marked scale in which Uses chart with marked scale in which

students place Post-it notes on a scale of low to students place Post-it notes on a scale of low to high to indicate their level of interest in the high to indicate their level of interest in the topic before, during, or after instructiontopic before, during, or after instruction

Student interest is a strong contributing factor Student interest is a strong contributing factor to student learningto student learning

Shows students that you value their level of Shows students that you value their level of engagement in the learning processengagement in the learning process

Must be willing to modify teaching in response Must be willing to modify teaching in response to feedback (make content more relevant and to feedback (make content more relevant and engaging)engaging)

Using technology (clickers) for FAUsing technology (clickers) for FA

• Have students answer questions during lecture and check answers. 

• Technological approach – Using clickers in MPG courses

From: http://dickersondesigns.com/2010/11/more-handheld-devices-in-the-classroom/

i>clickers in MPG i>clickers in MPG coursescourses

Lecture “quizzes”Lecture “quizzes” AttendanceAttendance Anonymous pollingAnonymous polling Formative AssessmentFormative Assessment

Students take active role in classStudents take active role in class Clear indication of what students are Clear indication of what students are

learninglearning Real time feedback on instruction with Real time feedback on instruction with

minimal paperworkminimal paperwork Gradebook tied to course management Gradebook tied to course management

systems (e.g. BB, Moodle)systems (e.g. BB, Moodle)

Examples of clicker Examples of clicker questions in Mineralogyquestions in Mineralogy

i>clicker questioni>clicker question

True or False.True or False. A Si-O bond is less A Si-O bond is less ionic than a Ca-O bond.ionic than a Ca-O bond.

i>clicker questioni>clicker question

True or False.True or False. Elements with a low Elements with a low electronegativity are electron donors.electronegativity are electron donors.

i>clicker questioni>clicker question

Which element has the smallest ionic Which element has the smallest ionic radius?radius?

A.A. NaNa++

B.B. AlAl3+3+

C.C. SiSi4+4+

D.D. PP5+5+

i>clicker: Determine the ability (A. i>clicker: Determine the ability (A. strong-probably; B. weak-improbable; strong-probably; B. weak-improbable; C. moderate-so so) of the following ions C. moderate-so so) of the following ions to substitute in the minerals below.to substitute in the minerals below.a. Rba. Rb+1+1 for K for K+1+1 in orthoclase, KAlSi in orthoclase, KAlSi33OO88    

b. Bab. Ba+2+2 for Ca for Ca+2 +2 in anorthite, CaAlin anorthite, CaAl22SiSi22OO8 8                  

c. Src. Sr+2 +2 for Bafor Ba+2+2 in barite, BaSO in barite, BaSO44       

d. Tid. Ti+4+4 for K for K+1+1 in orthoclase, in orthoclase,

KAlSiKAlSi33OO88                                     

e. Bae. Ba+2+2 for K for K+1+1 in orthoclase, KAlSi in orthoclase, KAlSi33OO88     f.      f.

ZnZn+2+2 for Ca for Ca+2+2 in CaAl in CaAl22SiSi22OO8 ,8 , anorthite anorthite

i>clicker questioni>clicker question

The spinels are a group of oxide minerals The spinels are a group of oxide minerals with two end members MgAlwith two end members MgAl22OO44 (spinel) (spinel) and Feand Fe22TiOTiO44 (ulvöspinel). Write out an (ulvöspinel). Write out an expression for the solid solution that expression for the solid solution that occurs between these two end members. occurs between these two end members. What type of solid solution is this?What type of solid solution is this?

A.A.AgreeAgree

B.B.DisagreeDisagree

C.C.Don’t Know.Don’t Know.

i>clicker questioni>clicker question

The Stillwater Complex is a layered mafic intrusion in The Stillwater Complex is a layered mafic intrusion in Montana, with ultramafic rocks at the bottom (mostly Montana, with ultramafic rocks at the bottom (mostly olivine) layered with mafic rocks on top (mostly olivine) layered with mafic rocks on top (mostly pyroxene) that get progressively more felsic higher in pyroxene) that get progressively more felsic higher in the sequence (mostly plagioclase). Can you think of a the sequence (mostly plagioclase). Can you think of a process that would result in this layering? What type of process that would result in this layering? What type of crystallization process (equilibrium or fractional) does crystallization process (equilibrium or fractional) does this most closely approximate and why? Discuss in small this most closely approximate and why? Discuss in small groups.groups.

A.A.AgreeAgree

B.B.DisagreeDisagree

C.C.Don’t KnowDon’t Know

kyanite inclusions (bright) in andalusite (grey)

What is a possible P-T path to develop the texture shown in the above photomicrograph?

A.B.

C.

D.

i>clicker question

i>clicker questioni>clicker questionYou examine an outcrop of rocks that You examine an outcrop of rocks that has uniform plagioclase crystals with has uniform plagioclase crystals with a composition of Ana composition of An3030. What was the . What was the composition of the first plagioclase composition of the first plagioclase crystal to form from this magma?crystal to form from this magma?

A. AnA. An100100

B. AnB. An7070

C. AnC. An5555

D. AnD. An3030

i>clicker questioni>clicker questionSuppose you have a magma that initially crystallizes Suppose you have a magma that initially crystallizes FoFo8080 olivine. At 1400°C, the olivine crystals settle out olivine. At 1400°C, the olivine crystals settle out of the magma and form a layer at the bottom. of the magma and form a layer at the bottom. Assuming the magma continues to crystallize Assuming the magma continues to crystallize without any further crystal settling, what will the without any further crystal settling, what will the composition of the top layer of olivine crystals be ?composition of the top layer of olivine crystals be ?

A. FoA. Fo8080

B. FoB. Fo6060

C. FoC. Fo00

D. FoD. Fo1515

i>clicker questioni>clicker question

If you find blueschist and eclogite If you find blueschist and eclogite rocks together in an area, then the rocks together in an area, then the tectonic setting is most likely a:tectonic setting is most likely a:

A.A.Continental collisionContinental collision

B.B.Volcanic arcVolcanic arc

C.C.Hot spotHot spot

D.D.Subduction zoneSubduction zone

31

i>clicker questioni>clicker question

Which metal would most likely be Which metal would most likely be found in an ore deposit formed by found in an ore deposit formed by crystal settling in a magma chamber?crystal settling in a magma chamber?

A.A.coppercopper

B.B.goldgold

C.C.silversilver

D.D.chromiumchromium

32

i>clicker questioni>clicker question

Magmatic mineral deposits include all Magmatic mineral deposits include all of the following EXCEPTof the following EXCEPT

A.A.Tourmaline and beryl from Tourmaline and beryl from pegmatitespegmatites

B.B.Diamonds in kimberlitesDiamonds in kimberlites

C.C.bauxite from lateritebauxite from laterite

D.D.chromite and magnetite from a chromite and magnetite from a layered intrusionlayered intrusion

33

i>clicker questioni>clicker question

Chalcocite, chalcopyrite, and bornite Chalcocite, chalcopyrite, and bornite are sources of which metal?are sources of which metal?

A.A.manganesemanganese

B.B.coppercopper

C.C.ironiron

D.D.zinczinc

34

Final tipsFinal tips Assessment is not formative unless it is used to inform Assessment is not formative unless it is used to inform

teaching or guide learningteaching or guide learning Effective teachers constantly monitor for engagementEffective teachers constantly monitor for engagement

—and when they know that students are not engaged, —and when they know that students are not engaged, they do something to change it. they do something to change it.

Start small—pick just a couple of new strategies to Start small—pick just a couple of new strategies to implement.implement.

Tell the students what you are doing and whyTell the students what you are doing and why Don’t grade FACTs (but you can count them towards Don’t grade FACTs (but you can count them towards

participation) – use them to inform your teaching. participation) – use them to inform your teaching. They shouldn’t create an increased workload for you.They shouldn’t create an increased workload for you.

ReferencesReferences

Keeley (2008), Keeley (2008), SCIENCE Formative SCIENCE Formative Assessment: 75 Practical Strategies Assessment: 75 Practical Strategies for Linking Assessment, Instruction, for Linking Assessment, Instruction, and Learningand Learning, NSTA Press, NSTA Press

Angelo and Cross (1993), Angelo and Cross (1993), Classroom Classroom Assessment Techniques: A Handbook Assessment Techniques: A Handbook for College Teachersfor College Teachers (2 (2ndnd ed), Jossey- ed), Jossey-BassBass