Assessment Workshop

Michelle Withers

David Bos Clarissa Dirks

Rebecca Orr Pushpa Ramakrishna

How People LearnClarissa Dirks – The Evergreen

State CollegeAdapted from Mary Pat Wenderoth

University of Washington

How People LearnNational Research Council 1999

1. Address students’ misconceptions

Three major findings:

2. Build both a deep foundation of factual knowledge AND strong conceptual framework.3. Enhance students’ ability to monitor learning (metacogniti

on)

How People Learn, Chase & Simon 1973

The value of conceptual frameworksThe chessboard challenge

Correctly place the 25 chess pieces

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25

MasterClass A

Trial number

# p

iece

s co

r-re

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alle

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Chess masters – Class A players – Beginners

Board #2

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25

MasterClass ABeginner

trials#

pie

ces

corr

ectly

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Why didn’t they get the same results?

Conceptual Framework!

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Science of Learning

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• Audio-visual

• Demonstration

• Discussion

• Lecture• Practice• Reading• Teaching

Science of Learning

NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314

http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

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Science of Learning

Avg

. Ret

enti

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• Audio-visual

• Demonstration

• Discussion

• Lecture• Practice• Reading• Teaching

Science of Learning

NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314

http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

• Audio-visual

• Demonstration

• Discussion

• Lecture• Practice• Reading• Teaching

1 2 3 4 5 6 70

10

20

30

40

50

60

70

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100

Science of Learning

Avg

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lecturereading

teachingpractice

discussion

demonstrationaudio-visual

Science of Learning

For students, teaching is uncomfortable and lecture is comfortable.We need to help students figure out what they don’t know (i.e. metacognition).