Teaching vs. Learning
Engagement and Assessment
Strategies for Undergraduate
Psychology
Noland White
Georgia College
noland.white@gcsu.edu
Amy: I taught my dog to whistle.
Betty: Let’s hear it then.
Amy: He can’t whistle.
Betty: I thought you said you taught him to whistle.
Amy: I did. He just didn’t learn it.
(Wiliam, 2011, p. 48)
21st Annual Midwest Institute for
Students and Teachers of
Psychology
Formative vs. Summative
• Summative assessment is what many people
think of when the term “assessment” is
used
• used to compare individuals
• used to assign grades
Formative vs. Summative
• Formative assessment is used to inform
teaching and learning
• used by teachers to adjust instruction
• used by students to adjust learning
strategies
Key Components of
Formative Assessment
“Formative assessment is a planned
process in which teachers or
students use assessment-based
evidence to adjust what they are
currently doing” (Popham, 2008, p. 6)
• Planned process
• Assessment-elicited evidence
• Instructional adjustments by teachers
• Learning adjustments by students
(Popham, 2008)
Classroom Assessment Project Cycle
Planning
Implementing
Responding
Angelo & Cross, 1993, p. 35
Some Possible
Strategies for
Promoting Student
Engagement and Using
Formative Assessment
Make it Real
http://goo.gl/iqTY2
11
12
Osirix Imaging So2ware
FreeSurfer Analysis So2ware
13
Show The Data
Photo used under Creative Commons from pedro veneroso - http://flic.kr/p/4wEzGW
Time 1: Alternate writing a letter then a number, record total time
Multitasking is worse
than a lie
Multitasking is worse
than a lie
Multi..........
1
1
1 2 3 4 5 ..........
2
2
Time 2: Write out sentence, then numbers, record total time
Multitasking is worse
than a lie
1
Multitasking is worse than a
lie
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 19 20 21 22 23 24 25 26 27
2
Compare Time 1 to Time 2, which took longer?
Provide Multiple
Opportunities to Assess
or Demonstrate
Understanding
Concept Maps
• can be used for assessing prior knowledge,
recall, and understanding
• can be used to assess synthesis
• book/notes based
• empty outline/fill-in
• concept list
• retrieval practice
example of concept map with modification for student “fill-in” as formative assessment strategy
Muddiest Point
Mayo, J. A. (2006,
Winter). A
student training
guide to concept
mapping as a
heuristic tool.
Psychology Teacher
Network.
• Students submit a statement indicating
what their “muddiest” point was from
the ....
• reading
• homework
• class
• possibly ask student to apply content to
other areas
Angelo & Cross, 1993
Muddiest Point
Student-created Media
• Instructor responds to student submissions
• in class
• online
• video
• audio
• videos
• web cams
• portable cameras (e.g., Flip, cell phones)
• iPad, other tablets
• podcasts
• comics
Additional Tools
• Use electronic and online tools for creating
Comic Life 3
http://plasq.com/
assessments, collaboration and creation of
documents, presentations, homework, etc.
•
•
•
MS Office (comment/review)
•
http://office.microsoft.com
Google Docs
•
http://docs.google.com
Open Office
•
http://www.openoffice.org/
•
•
Static Screen Capture
•
•
Mac – Grab Utility
•
Snagit http://www.techsmith.com/
snagit.html (Mac/Win)
•
Skitch http://www.evernote.com/skitch/
(Mac)
Windows – Print Screen, Snipping Tool
(Windows 7)
Dynamic Screen Capture/Provide narrative
audio feedback/Screencasting
•
Camtasia Studio http://www.techsmith.com/
camtasia.asp (Mac/Win)
•
Jing http://www.techsmith.com/jing.html/
(Mac/Win)
•
ScreenFlow http://www.telestream.net/
screen-flow/ (Mac)
Collaborative, student-created document using Google Docs
Collaborative, student-created document using Google Docs
The Minute Paper
• At the end of class, students given a few
minutes to answer a question
• “What was the most important thing you
learned in class today?”
• “What do you still have questions about?
Angelo & Cross, 1993
Student Response Systems
• No/Low-tech
• Raise hands or stand up
• Hold Ups
• High Tech
• “clickers”
• Poll Everywhere - http://www.polleverywhere.com
• Socrative - http://www.socrative.com
• Celly - http://cel.ly (can be used out of class)
Strongly Agree
Disagree
Strongly Disagree
Agree
option for student responses to
questions posed in class - divide
room into sections and have
students move to areas associated
with their response, good for
icebreakers!
!
may also be used for small-group
adaptation of “think-pair-share”
“Thank you”
to Sue Frantz!
!
http://
suefrantz.com
Front of Room
1-877-GO PAXIS www.paxtalk.com
info@paxis.org for response cards
http://cel.ly
http://cel.ly
http://cel.ly
Think-Pair-Share
• Pose a question to the class
• Instruct students to
• Think about their answer individually
• Pair with a partner to discuss their
answers
• Share their answer when called upon
In class, hide part of text on initial presentation and use for
think-pair-share activity
Original
?????? Randall Munroe http://xkcd.com/552/
Randall Munroe http://xkcd.com/552/
A) Yes, it did! B) No, it didn’t! C) Well, maybe.
A pituitary tumor may most likely cause
which of the following sensory deficits?
1.  Loss of taste
2.  Loss of hearing
3.  Loss of vision
4.  Loss of touch
100%
Example of clicker question
0% in class after
0% reviewing
0%
used
anatomy of visual system using
3D resources
1
http://the3dmarket.com
2
Metacognition
Teach Students about
Metacognition and
Ways to Improve It
• “thinking about thinking”
• “knowing about knowing”
3
4
MetacogniRon
• Individual’s awareness of understanding of a topic –BeUer students more accurately appraise their mastery of a topic –Weaker students tend to overesRmate their understanding
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
per Chew (2010), survey of class’ personal esRmate of Exam performance by actual score
Notes About Next Slide
• InformaRon presented here does not personally idenRfy anyone in the class –If you see your own esRmate/score data point, do not idenRfy yourself out loud or to anyone else in the class • InformaRon is presented here to only assist you in making adjustments prior to the next exam – not for embarrassment
Introductory Psychology
Es#mated)score)(x)axis))by)Exam)1)score)(y)axis))
100#
95#
90#
85#
80#
75#
70#
65#
60#
55#
50#
50#
55#
60#
65#
70#
75#
80#
85#
90#
95#
100#
per Chew (2010), survey of class’ personal esRmate of Exam performance by actual score
Behavioral Neuroscience
Which of the following is the MOST important ingredient for successful learning? 1) The intenRon and desire to learn 2) Paying close aUenRon to the material as you study 3) Learning in a way that matches your personal learning style 4) The Rme you spend studying 5) What you think about while studying
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
per Chew (2010)
student responses before activity
Introductory Psychology
55
per Chew (2010)
student responses before activity
Behavioral Neuroscience
Group InstrucRons
• Group A -­‐ Listen to the list of words, idenRfy if each word you hear is “pleasant.” • Group B -­‐ Listen to the list of words, idenRfy if each word you hear is “pleasant.” Do not write anything else down but you will later be asked to recall this list. • Group C -­‐ Listen to the list of words, idenRfy if each word you hear contains an “E” or “G.” • Group D -­‐ Listen to the list of words, idenRfy if each word you hear contains an “E” or “G.” Do not write anything else down but you will later be asked to recall this list.
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
Three Hypotheses
AcRvity
• Everyone hears list of 24 words to perform raRngs • Then asked to turn over their papers and list all words
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
per Chew (2010)
Introductory Psychology
• If intent to learn is criRcal, then those who were forewarned about the recall test the two (intenRonal groups – B & D) should do beUer than those who were not (the incidental groups – A & C), regardless of level of processing. !
• Second, if depth of processing is important, then those who rated the pleasantness of words (the two deep groups – A & B) should recall more than those who did E/G checking (the shallow groups – C & D), regardless if warned about the recall test. !
• Third, if both level of processing and intent to learn are important, then the group that did pleasantness raRngs and was warned about the recall test (the deep/intenRonal group – Group B) should do beUer than the other three condiRons.
Chew, S. L. (2010, April). Improving classroom performance by challenging student misconcepRons about learning. APS Observer, 23(4).
60
student classroom responses after activity - not perfect but positive movement noted
per Chew (2010)
per Chew (2010)
Which%of%the%following%is%the%MOST%important%ingredient%
for%successful%learning?%
30%
28%
Paying%close%attention%to
the%material%as%you%study
Learning%in%a%way%that
matches%your%personal
learning%style
The%time%you%spend
studying
Which%of%the%following%is%the%MOST%important%
ingredient%for%successful%learning?%%
38%
The%intention%and%desire%to
learn
50%
31%
0%
Introductory Psychology!
Metacognition Activity!
Pre-Post
0%
0%
Behavioral Neuroscience
1.  The%inten<on%and%desire%to%learn%
2.  Paying%close%a@en<on%to%the%
material%as%you%study%
3.  Learning%in%a%way%that%matches%
your%personal%learning%style%
4.  The%<me%you%spend%studying%
5.  What%you%think%about%while%
studying%
42%
29%
23%
6%
3%
What%you%think%about%while
studying
0%
20%
1.
First%Slide
2.
3.
4.
5.
student classroom responses after activity - not perfect but positive movement noted
Second%Slide
per Chew (2010)
Which%of%the%following%is%the%MOST%important%ingredient%
for%successful%learning?%
28%
The%intention%and%desire%to
learn
23%
17%
Paying%close%attention%to
the%material%as%you%study
42%
Learning%in%a%way%that
matches%your%personal
learning%style
The%time%you%spend
studying
What%you%think%about%while
studying
45%
6%
Behavioral Neuroscience!
Metacognition Activity!
Pre-Post
3%
0%
7%
29%
“How to Get the Most Out of Studying” by Dr. Stephen L. Chew
First%Slide
Second%Slide
Pre-Post Testing
•
•
print or online study guides
•
instructor can modify plan for current or
subsequent classes
•
data for modifying student learning strategies
students complete or submit assessments prior
to class period in which material will be
addressed
•
e.g., difference between completing with open
book vs. retrieval practice
References and Resources
American Psychological Association. (2007). APA guidelines for the undergraduate psychology
Comments?
Questions?
Suggestions?
major. Washington, DC: Author.
American Psychological Association. (2011a). Principles for quality undergraduate education in
psychology. American Psychologist, 66(9), 850-856. doi: 10.1037/a0025181
American Psychological Association. (2011b). Teaching, learning, and assessing in a
developmentally coherent curriculum. Washington, DC: American Psychological Association,
Board of Educational Affairs. Retrieved from http://www.apa.org/ed/resources.html.
American Psychological Association. (2013a). APA guidelines for the undergraduate psychology
major: Version 2.0. Washington, DC: Author. Retrieved from http://www.apa.org/ed/precollege/
undergrad/index.aspx.
American Psychological Association. (2013b). Strengthening the common core of the introductory
psychology course (draft). Washington, DC: Author. Retrieved from http://www.apa.org/ed/
governance/bea/intro-psych-report.pdf.
Noland White
Georgia College
noland.white@gcsu.edu
Andrade, H. L., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college
teachers (2nd ed.). San Francisco: Jossey-Bass Publishers.
Buskist, W., Groccia, J. E., & Wehlburg, C. (2011). Evidence-based teaching. San Francisco,
CA: Jossey-Bass, Inc. Buskist, W., Keeley, J., & Irons, J. (2006). Evaluating and improving your teaching. Observer,
19(4). Chew, S. L. (2010). Improving classroom performance by challenging student misconceptions
about learning. Observer, 23(4). Dunn, D., & Chew, S. L. (2006). Best practices for teaching introduction to psychology.
Mahwah, N.J.: L. Erlbaum Associates.
Gurung, R. A. R. (2006). In-class learning assessment strategies. In W. Buskist & S. F. Davis
(Eds.), Handbook of the teaching of psychology (pp. 285-289). Malden, MA; Oxford, UK:
Blackwell Pub.
Gurung, R. A. R., & Schwartz, E. (2009). Optimizing teaching and learning: Pedagogical
research in practice. Malden, MA: Blackwell.
Halpern, D. F., & American Psychological Association. (2010). Undergraduate education in
psychology: A blueprint for the future of the discipline. Washington, DC: American
Psychological Association.
Mayo, J. A. (2006, Winter). A student training guide to concept mapping as a heuristic tool.
Psychology Teacher Network, 21-22.
Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic
learning and assessment in the teaching of psychology. Washington, DC: American
Psychological Association. Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision
and Curriculum Development.
Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the
process. Alexandria, VA: Association for Supervision and Curriculum Development.
Pusateri, T., Halonen, J., Hill, B., & McCarthy, M. (2009). The assessment cyberguide for learning
goals and outcomes (2nd ed.). Washington, DC: American Psychological Association.
Retrieved from http://www.apa.org/ed/governance/bea/assessment-cyberguide-v2.pdf.
Schwartz, E., & Gurung, R. A. R. (2012). Evidence-based teaching in higher education.
Washington, DC: American Psychological Association.
Svinivki, M., & McKeachie, W. J. (2011). McKeachie's teaching tips : Strategies, research, and
theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth, Cengage
Learning.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.