assessment workshop michelle withers david bosclarissa dirks rebecca orrpushpa ramakrishna
TRANSCRIPT
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
1 2 3 4 5 6 70
5
10
15
20
25
Master
Class A
Trial number
# p
ieces c
or-
rectl
y r
ecalled
Chess masters – Class A players – Beginners
Board #2
0 1 2 3 4 5 6 70
5
10
15
20
25
MasterClass ABeginner
trials#
pie
ces
corr
ect
ly
reca
lled
Why didn’t they get the same results?
Conceptual Framework!
1 2 3 4 5 6 7
0
10
20
30
40
50
60
70
80
90
100
Science of Learning
Avg
. R
ete
nti
on
Rate
• 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
1 2 3 4 5 6 7
0
10
20
30
40
50
60
70
80
90
100
Science of Learning
Avg
. R
ete
nti
on
Rate
• 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 7
0
10
20
30
40
50
60
70
80
90
100
Science of Learning
Avg
. R
ete
nti
on
Rate
lecturereading
teaching
practice
discussion
demonstration
audio-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).