2010-2011 Program Assessment Update
Department & Program:
BAE in BIOLOGY
submitted by:
HEATHER MCKEAN
All but one of the goals and objectives of the BAE in Biology Program were assessed. Two
SLOs are featured below because of data available from course work in two courses taken by
all BAE in Biology students, namely SCED390 and BIOL390. Other content standards were
evaluated through external testing and student teaching performance.
Student Learning Outcome I
1. Construct and use effective assessment strategies to determine the backgrounds and
achievements of learners and facilitate their intellectual, social and personal development.
2.
Strategy or method of measurement
Students were assessed on their ability to write three types of assessment instruments: (see
attached assignments and rubrics.) In each case, students who failed to get 80% or better
had to meet with me to discuss problems with their assignment.
A. Diagnostic assessment: Students wrote a probe for determining pre-conceived notions
regarding a particular biology concept in the Washington Science Standards. They followed a
national science standard prototype as illustrated in the NSTA Press publication, Uncovering
Student Ideas in Science by Page Keeley (2009).
B. Formative assessment: Students produced an inquiry-based activity that included
formative assessment questions. Students created embedded questions that guided
children through the construction of a particular concept identified in the Washington State
Science Standards.
C. Summative assessment: Students wrote am EOC (End of Course) -like summative
assessment questions that evaluates student understanding of a particular Washington State
Science Standard. This included multiple choice as well as extended answers and a rubric.
3.
Observations gathered from data
The following represents the mean score for the three assignments.
Probe
91.3%
Formative
assessment in
inquiry activity
82%
Summative
Assessment -
85%
EOC-like
questions
A. Probe Assignment: All students met the objective with the probe in that they were able
to write questions that could assess misconceptions as well as previous knowledge of a
particular objective. Differences in achievement reflected the degree by which each question
penetrated student understanding. This exercise reflected the pre-service teacher's
understanding of the topic and writing abilities.
B. Inquiry Activity Embedded Questions: This is the most difficult task of the three for
students to achieve without a lot of experience in teaching. The variation in scores reflected
differences in the pre-service teacher's classroom observations and teaching experiences.
Scores also correlated with knowledge of subject in that students with the highest GPAs in
the discipline also wrote the best questions for guiding the construction of a concept.
C. EOC (End of Course Biology) like questions: In general, I think students did a better job in
following the example given by the state. Some students had difficulty determining the
appropriate reading and content level of the questions but I think failure to do so had to do
with not running a readability test on it. I allowed a rewrite of this assignment after meeting
with each student to help them better grasp the objective and achieve a reasonable
assessment tool.
4.
Actions recommended based on observations
A. Probe assignment: Per my recommendation last year, I provided students with an
example of an "A" paper. I believe this helped as I had much better performance than last
year. Also most of my students wrote probes for the other 390 courses they took so by the
time they got to my course, were quite adept at it. Currently, I do not see that there is
anything else I can do.
B. Inquiry Activity Embedded Questions: Students continue to struggle with writing
authentic assessment however this is something that develops with time and requires years
of student response and increasing depth of knowledge. I believe I have taken students as
far as they might go with their lack of teaching experience. Students who did have very good
questions may have just modified examples out there.
C. EOC-like questions: Since I continue to work with OSPI on state assessment, I am able to
give great insights into writing summative assessments for our students. They seemed to
appreciate this and worked to revise their drafts to meet standard. Given their lack of
experience, they did an acceptable job.
5.
Plan and timetable for taking action
I have already implemented this plan as I am currently teaching these courses for Fall 2012.
6.
Overall evaluation of progress on objective
We continue to improve our ability to direct our pre-service teachers in the writing of
assessment tools for evaluating the Washington State Science Standards. Our continued
work with individuals at the state level of assessment is invaluable in our ability to adjust to
changing needs of the science educator in Washington State.
Student Learning Outcome II
1. Engage students both in studies of various methods of scientific inquiry and active learning
through scientific inquiry.
2.
Strategy or method of measurement
Students learn about various ways to conduct inquiry activities through three assignments.
To learn how the 5E model works, we first demonstrate the model of inquiry teaching we
wish for them to emulate. We then have them critique the modeling we have done
according to the 5E rubric. We then ask them to find an inquiry activity that they critique
according to the rubric and then make recommendations for making it exemplary. Second,
students are asked to gather exemplary activities from various sources (reviewed teacher
journals, accepted science education websites and copyright free curriculum guides) that
match specific state standards. Students must justify how the activities meet the standards
or make recommendations if they fall short in some aspects. Finally students are asked to
modify a traditional lab activity into being inquiry. They present those activities to their peers
who critic it according to the 5E. model.
3.
Observations gathered from data
The following represents the mean score for the three assignments.
Assessment
using 5E rubric
for an inquiry
activity
89%
Notebook of
inquiry activities
95%
Plan and
present inquiry
activity
85%
A. Assessment of 5E model using rubric
Some students were asked to redo this assignment as they chose a poor activity that did not
meet the requirement. Having students able to find excellent activities is one of our top
goals. The high scores are more of a reflection of students redoing assignments until they
meet standard. Sometimes that means doing it two more times. Since we have stacked
these assignments, we have increasing expectations as students progress through the
course.
B. Assessment of Notebook
This assignment allows students to find out the variety of teacher resources available but
also requires demonstration that they understand the state standards well enough to match
them with an activity. Students are further asked to analyze the activity according to certain
criteria. We do a preliminary evaluation and return any activities that don't match after
discussing it with the student. Majors in the course usually do quite well but minors
sometimes struggle because they don't have the depth of knowledge. Most errors probably
reflect amount of effort rather than understanding of what I want.
C. Plan and present inquiry activity
Now that students have experience in finding and critiquing activities, they are asked to
create or rewrite a traditional lab in the format of the 5E mode. They are evaluated on their
use of inquiry pedagogy. This is usually the culminating experience in BIOL390 and is enjoyed
by all of us. Generally, they do an acceptable job given their inexperience. If we had more
time in the course, we would probably work on more peer evaluation.
4. Actions recommended based on observations: At this time I see no need for change.
The only way to improve this course is to increase the credits so more time is allowed for
students.
5.
Plan and timeline for taking action: None
6. Overall evaluation of progress on objective: I am satisfied with student performance at
this time given the limits of credit.