产品说明书VSC真空接触器

UniversityofDelawareIntroductiontoAssessmentInstituteforTransforming

UndergraduateEducationCourtesyofSueGroh护栏板

“CoveringtheMaterial”©JohnGarratt,UniversityChemistryEducation2(1),29-33(1998)ANewLessonPlanIsNeeded©JohnGarratt,UniversityChemistryEducation2(1),29-33(1998)ActiveLearning?©JohnGarratt,UniversityChemistryEducation2(1),29-33(1998)MissionAccomplished©JohnGarratt,UniversityChemistryEducation2(1),29-33(1998)LessonLearned:StandandDeliver©JohnGarratt,UniversityChemistryEducation2(1),29-33(1998)DefiningAssessment

“Anassessmentisanactivity,assignedbytheprofessor,thatyieldscomprehensiveinformationfor

analyzing,discussing,andjudging

alearner’sperformanceofvaluedabilitiesandskills.” -HubaandFreed,Learner-CenteredAssessmentonCollegeCampuses:ShiftingtheFocusfromTeachingtoLearning,2000Assessmentismorethanassigninggrades:itimpliesongoinginteractionandcommunicationbetweeninstructorandstudent.AssessmentDecisionsFacultyPerspective:“Learningdriveseverything.”

-BarbaraWalvoordStudentPerspective:“Gradingdriveseverything”KeyQuestionsWhatdoIwantmystudentstolearn?HowwillIknowifthey’velearnedit?HowmuchdoIvaluethatlearning?LearningobjectivesContentknowledgeProcessskillsAssessmentstrategiesSummativeFormativeLookatwhatcountstowardsthegradeTypesofAssessmentSummativeassessmentTraditionalgradingforaccountabilityUsuallyformal,comprehensiveJudgmentalFormativeassessmentFeedbackforimprovement/developmentUsuallyinformal,narrow/specializedSuggestiveAssessmentandLearningObjectivesContentKnowledgeProcess

SkillsAssessmentBringingcontentandprocesstogetherAnExample:

ProbingCriticalThinkingSkillsinaChemExamGoal:todesignanexamquestionthat:goesbeyondsimpleknowledgeorcomprehensionusesnovelsituationor“realworld”contextinvolvesmultipleconceptsrequiresrecognitionofconceptsinvolved(analysis),theirroleshere(application),andhowseveralideascometogether(synthesis)ChemicalSolutions:TypicalQuestionsCalculatethevaporpressureofasolutionof5.8gofNaClin100gofwater. BloomLevel:KnowledgeExplainwhyasolutionofNaClwillhavealowervaporpressurethanpurewater. BloomLevel:ComprehensionA“CriticalThinking”ExamQuestionTherelativehumidityinsideamuseumdisplaycasecanbemaintainedat75.3%byplacingwithinthecaseasaturatedsolutionofNaCl(containingexcesssolidNaCl).Explain,inmolecularlevelterms,whythehumidityremainsconstant-evenwhenwater-saturatedair(100%humidity)diffusesintothecase.

AnAlternativeApproach….Designasolution-basedsystemthatcouldbeusedtomaintainaconstanthumiditywithinamuseumdisplaycase.Explaininmolecular-leveltermswhythiswouldwork.AssessatSeveralBloomLevelsExample:ChemexamKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation#ofpointssum 9 9 36 45(D-) 22 67(C+) 20 87(A-) 9 96(A) 4 100EvaluatingLearningthroughRubricsRubric:asetofspecificcriteriaagainstwhichaproductistobejudgedCriteriareflectlearningobjectivesforthatactivitySeveralachievementlevelsareidentifiedforeachcriterionBenchmarkfeaturesindicatingqualityofworkateachlevelareclearlydescribedforeachcriterionRubricscanbeusedforbothformativeandsummativeassessment.RubricDesignAchievementLevelsCriteriaObjective1Objective2Objective3ExcellentGoodNeedsWorkNotacceptableAcceptedMinorMajor Rejected revisionrevisionExpertAdvancedIntermediateNovice6-54-32-10AchievementLevelsCriteriaExcellentGoodNeedsWorkNotacceptableStateanobjectiveDescribecharacteristicfeaturesofeachlevelofachievement

RubricConstructionRubricforPlanningofaMiddleSchoolScienceUnitExcellentGoodAveragePoorState&nationalstandardsDevelopmentalleveloflessonIncludesnatureofscience,inquiryinAssessmentAppropriate;Appropriate;IncompleteFewstandards,listedforlistedforlist/somelessinappropriatelyeachlessonmostlessonsappropriatelistedAppropriate;Appropriate;MostlessonsareFewlessonsaremisconceptionsmisconceptionsappropriate;appropriateaddressedinaddressedinmisconceptionsmisconceptionsalllessonsmostlessonsaddressedinfewnotaddressedalllessonsmostlessonsmanylessonsfewlessonsVarietyofUsedinmostUsedbutwithLittleuseofactivities,areasbutlittleplanningassessmentwell-integratedmissedinsomeorintegrationthroughoutunitAdvantagesofRubricUseClarifiesexpectationsEfficient,specificfeedbackconcerningareasofstrength,weaknessConvenientevaluationofbothcontentandprocesslearningobjectivesEncouragesself-assessment:useasguidelineMinimizessubjectivityinscoring