iste workshop pedagogy for effective use of ict in ... assessment with lo.pdfiste workshop pedagogy...
TRANSCRIPT
ISTE Workshop Pedagogy for Effective Use of ICT in
Engineering Education
IIT Bombay January 2015
1
Alignment of Assessment with Learning Objectives
2
Mrinal Patwardhan Sahana Murthy
● A topic on Logic Gates from ‘Digital Electronics’ was taught to second year Electronics Class.
● The course content focused on the learning objectives that prepare students in developing the ability to design digital systems using logic gates.
● The mid-term test mainly focused on writing truth table for the gates and finding out output for the given circuits.
Let us revisit the scenario…
3
4
What is the problem?
5
What is the problem?
Students studied the course content so as to develop ability to design systems.
6
What is the problem?
Students studied the course content so as to develop ability to design systems. However, they were not
assessed for the same.
7
What is the problem?
Students studied the course content so as to develop ability to design systems. However, they were not
assessed for the same. Students’ impression…. “the exams do not assess what we learn”.
8
What is the problem?
Students studied the course content so as to develop ability to design systems. However, they were not
assessed for the same. Students’ impression…. “the exams do not assess what we learn”.
‘Good grades’ achieved by students in such exams need not indicate ‘good learning’!
9
What is the solution?
10
A quick overview of last two days' sessions will take us to the solution……..
11
Teaching Learning Process
Triangle of Effective Learning Learning Objectives
Assessment Instructional Activities
12
Teaching Learning Process
Triangle of Effective Learning Learning Objectives
Assessment Instructional Activities
13
Teaching Learning Process
Triangle of Effective Learning Learning Objectives
Assessment Instructional Activities
14
Teaching Learning Process
Triangle of Effective Learning Learning Objectives
Assessment Instructional Activities
June 14, 2014 15
Teaching Learning Process
Triangle of Effective Learning Learning Objectives
Assessment Instructional Activities
● A process of collecting evidence of how much students have learnt.
What do we mean by assessment?
16
● Assessments should reveal how well students have learnt what we want them to learn.
What do we mean by assessment?
17
● Assessments should reveal how well students have learnt what we want them to learn.
What do we mean by assessment?
18
● Assessments should reveal how well students have learnt what we want them to learn.
What do we mean by assessment?
19
Teaching Learning Process
Learning Objectives
Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)
Create Evaluate Analyse Apply Understand Recall
20
Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)
Create Evaluate Analyse Apply Understand Recall
21
Are all Learning Objectives at the same cognitive
level?
Hierarchy of cognitive levels (Revised Bloom’s taxonomy, Anderson & Krathwohl)
Create Evaluate Analyse Apply Understand Recall
22
No
Then, how do we assess students for the tasks at different cognitive levels?
23
Teaching Learning Process
Learning Objectives
Assessment Instructional Activities
How to assess students?
Assessment questions
should also be of different
levels.
24
Teaching Learning Process
Learning Objectives
Assessment Instructional Activities
How to assess students?
25
Learning Objectives Assessment
Aligning Assessment to Learning Objectives
Aligning Assessment with Learning Objectives
Recap: What are Learning Objectives?
26
Create Generate new ideas, products or ways of looking at things. Combine parts together to form a new whole
Evaluate Judge value based on criteria, justify a Decision
Analyze Separate whole into parts until structure of whole and relationship between parts is clear.
Apply Use knowledge in a new situation. Involves rules, methods, laws, principles
Understand Grasp meaning, explain, interpret, translate, paraphrase
Recall Recognize, recall facts. Remember previously learnt material.
What are the Learning Objectives for this session?
27
● Classify the assessment questions as per Bloom’s taxonomy.
● Generate questions for different levels of Bloom’s taxonomy.
● Align the assessment questions to their respective learning objectives.
By the end of this session, you will be able to :
28
29
What is the cognitive level of question?
The unit of resistance is ________.
30
What is the cognitive level of question?
The unit of resistance is ________.
Recall
Recall Recognize, recall facts. Remember previously learnt material.
Cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state
Action Verbs: Recall Level Questions
31
Which of the following will cause the current through an electrical circuit to decrease? Choose all that apply.
a. decrease the voltage b. decrease the resistance c. increase the voltage d. increase the resistance
32
What is the cognitive level of question?
Which of the following will cause the current through an electrical circuit to decrease? Choose all that apply. a. decrease the voltage b. decrease the resistance c. increase the voltage
d. increase the resistance
33
What is the cognitive level of question?
Understand
Understand Grasp meaning, explain, interpret, translate, paraphrase
Alter, explain, rephrase, substitute, convert, give examples, summarize, restate, translate, describe, illustrate, reword, interpret, paraphrase
Action Verbs Understand Level Questions
34
Which of the questions below belong to ‘understand’ level?
A. Identify the following symbols
B. Two wires, one of copper and the other of iron, are of the same length and same radius. Which will have more resistance?
C. Write the mathematical expression for Ohm’s law.
D. Construct a voltage divider that produces an output voltage which is one-third that of the battery voltage.
Polling question 1
35
36
What is the cognitive level of question? Use Ohm's law equation to provide numerical answers to the following question:
An electrical device with a resistance of 3.0 Ω will allow a current of 4.0 amps to flow through it if a voltage drop of ________ Volts is impressed across the device.
37
What is the cognitive level of question? Use Ohm's law equation to provide numerical answers to the following question:
An electrical device with a resistance of 3.0 Ω will allow a current of 4.0 amps to flow through it if a voltage drop of ________ Volts is impressed across the device.
Apply Apply Use knowledge in a new situation. Involves rules,
methods, laws, principles.
apply, relate, solve, classify, predict, compute, prepare, sort, simplify
Action Verbs: Apply level questions
38
Higher Order Levels
39
40
What is the cognitive level of question? In the circuits of diagrams A, B, C, and D what method Has been used to control the current in the circuits?
June 14, 2014 QEEE-Pedagogy-IIT Bombay 41
What is the cognitive level of question? In the circuits of diagrams A, B, C, and D what method Has been used to control the current in the circuits? Analyze
Analyze Separate whole into parts until structure of whole and relationship between parts is clear.
Action Verbs: Analyze Level Questions
Ascertain, diagnose, distinguish, analyze, divide, associate, examine, differentiate, reduce, discriminate, separate, dissect, infer, determine
42
Two V-I graphs are shown. One represents a series combination and the other a parallel combination of two resistors. Which of the two, represents the parallel combination?
Polling question 2
43
What is the cognitive level of the question below?
A
B
I à
V
à
X
Y
A) Understand C) Recall B) Analyze D) Create
44
What is the cognitive level of question? Which of the given circuits will have higher value of current 'I' . Given data: Voltage and resistance values.
June 14, 2014 QEEE-Pedagogy-IIT Bombay 45
What is the cognitive level of question? Which of the given circuits will have higher value of current 'I' . Given data: Voltage and resistance values.
Evaluate Evaluate Judge value based on criteria, justify a Decision
Action Verbs: Evaluate Level Questions
appraise, conclude, critique, judge, assess, contrast, deduce, weigh, Compare, criticize, evaluate
46
47
What is the cognitive level of question? Using Ohm’s Law, construct a voltage divider circuit to obtain 'X' voltage from a battery bank of 'Y' voltage.
June 14, 2014 QEEE-Pedagogy-IIT Bombay 48
What is the cognitive level of question? Using Ohm’s Law, construct a voltage divider circuit to obtain 'X' voltage from a battery bank of 'Y' voltage.
Create Create Generate new ideas, products or ways of looking at
things. Combine parts together to form a new whole
Action Verbs: Create Level Questions
Combine, devise, originate, compile, expand, plan, compose, extend, synthesize, conceive, modify, generalize, revise, create, integrate, design, invent, rearrange, develop
49
Obj: Students should be able to graphically draw the characteristics of different types of resistors.
Ques: Which of the V-I curves could represent a Non-Ohmic resistance?
Is the assessment Question aligned with objective?
A. Yes B. No
Polling question 3
June 14, 2014 51
Obj: Students should be able to apply Ohm’s in simple series circuits.
Ques :Design a circuit that will reduce the given DC fan's rotation speed to 40 % of its current speed.
A. Yes B. No
Is the assessment Question aligned with objective?
Polling question 4
June 14, 2014 52
Obj: Students should be able to calculate the resistance in the circuit from experimental observations of voltage (V) and current (I).
Ques: Write mathematical statement for Ohm’s law.
A. Yes B. No
Is the assessment Question aligned with objective?
Polling question 5
“Blooming all the way”
June 14, 2014 53 QEEE-Pedagogy-IIT Bombay
What? A series of questions in a given topic that go from Recall level to Create level.
Why? Create a question bank in various topics so that we can use them while framing assignments and exams.
“Blooming all the way” - Example
June 14, 2014 54 QEEE-Pedagogy-IIT Bombay
LEVEL QUESTION Recall State the formula of Euclidean distance between two points. Understand Draw a diagram to explain the meaning of Euclidean distance. Apply What is the air-distance between Rashtrapati Bhavan and Red Fort,
given their coordinates on the local map: (3, 18) & (4, 27). Analyze Ram flies in a helicopter from points A to B, then from B to C, then from C
to D as shown on the diagram. How far is he from his starting point? Evaluate Decide if you would use the chessboard distance or the Euclidean
distance to calculate the cost of the road connecting two towers A & B. Create Develop a program in Scratch that takes the values of the coordinates of
two points, and output the distance between them.
Subject: Maths (high school); Topic: Co-ordinate geometry
“Blooming all the way” - Example
June 14, 2014 55 QEEE-Pedagogy-IIT Bombay
LEVEL QUESTION: Given an engineering drawing:
Recall Identify the tolerances of the drill hole in the given engg drawing.
Understand
Apply Calculate the operational speed of the drill machine.
Analyze Determine the optimum number of passes for the drilling operation.
Evaluate Decide if this operation be done on a lathe machine.
Create Generate a G code for a CNC drill.
Subject: Manufacturing engineering; Topic: Machining
“Blooming all the way” - Example
June 14, 2014 56 QEEE-Pedagogy-IIT Bombay
LEVEL QUESTION Recall Draw the logic diagram for JK flipflop. Understand Give an example of a combinational circuit. OR, Complete
the truth table for the given logic. Apply Simplify and draw the logic diagram for the expression:
Analyze Reduce the number of gates in the given complex circuit.
Evaluate Compare the error correcting capacity of CRC8 & CRC10.
Create Design a counter which will undergo the following states: 0 1 3 4 8 9 15.
Subject: CS; Topic: Logic gates
Group Activity: Blooming all the way Goal: Design a series of questions for a topic in your course that
span the 6 Bloom’s levels. • Find a partner from your domain. • Choose a subject that you both are comfortable teaching. • Choose a topic, that you would need 2-3 class to teach. • Write assessment questions, one in each Bloom’s level, starting from Recall. • HINT – Use Action verbs (see next slide). • NOTE – The questions must be for the same topic. Do not add a new topic
when you write higher level questions. • Post your questions on Moodle in response to the assignment “Create
questions for all Bloom’s levels”. This will be your contribution towards the community resources J.
Action Verbs • Remember List, Memorize, Relate, Identify, Show, Locate, Reproduce, Quote, Repeat, Label, Group, Read, Write, Outline, Choose, Recite, Match, Cite, Define
• Understand Restate, Discuss, Translate, Give examples of, Paraphrase, Reorganize, Describe, Outline, Account for, Interpret, Explain • Apply Manipulate, Exhibit, Illustrate, Calculate, Make, Apply, Operate, Change, Compute, Sequence, Solve, Demonstrate, Use, Adapt, Predict
• Analyze Ascertain, Diagnose, Distinguish, Analyze, Examine, Conclude, Infer
• Evaluate Appraise, Conclude, Critique, Decide, Judge, Compare, Contrast, Deduce, Weigh, Evaluate
• Create Combine, Devise, Expand, Plan, Compose, Extend, Create, Design, Invent, Develop, Modify