What Gets Learned. Assessing Student Understanding. Workshop on Undergraduate Chemistry Education

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1 What Gets Measured is What Gets Learned Assessing Student Understanding Angelica M. Stacy, Department of Chemistry UC Berkeley Workshop on Undergraduate Chemistry Education National Academy of Science May 20, 2013

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3 Legacy Chemistry Exams Which of the following sets of quantum numbers (n, l, m l, m s ) best describes the valence electron of highest energy in a ground-state gallium atom (atomic number 31)? (A) 4,0,0,½ (B) 4,0,1,½ (C) 4,1,1,½ (D) 4,1,2,½ (E) 4,2,0, ½ When a solution of sodium chloride is vaporized in a flame, the color of the flame is (A) blue (B) yellow (C) green (D) violet (E) white A molecule or an ion is classified as a Lewis acid if it (A) accepts a proton from water (B) accepts a pair od electrons to form a bond (C) donates a pair of electrons to form a bond (D) donates a proton to water (E) has resonant Lewis dot structures

4 A Culture of Compliance What do legacy exams diagnose? (A) Students have good memories. (B) Students will do what is asked of them. (C) Teachers are a good delivery system. (D) Teachers ask questions that students can answer. Everyone feels good. (E) All of the above. If you don t assess what s important, what is assessed becomes important. (Wiggins, 1998)

5 Changing Education, Sir Ken Robinson Hours of low grade clerical work. (Robinson, TED Talk 2013)

6 A Climate of Possibility

7 Redesign Based on Research Science practices Cross-cutting concepts Core ideas Ultimate goal: to allow students to learn the knowledge and skills that can be applied to new situations Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, NRC 2012.

8 Higher Education Students arrive at college underprepared Engine for achievement or a delivery system? Teachers teach what and how they were taught STEM content There is a huge need for STEM disciplinary departments to engage in education research and practice College faculty blame K-12 system Methods classes don t help if not integrated with appropriate content But teachers learn content in our STEM courses Melanie Cooper, CREATE Mini Conference, Michigan State (2013)

9 Student Approaches to Learning Semi-structured interviews explored: Students self-directed use of resources Reasons for changing study strategies Interview # students First interview (after exam 1) 78 (41) Second interview (after exam 2) 70 (36) Third interview (after exam 4) 68 (35) Michelle Sinapuelas Shaver, Ph.D. Thesis (2012)

10 Learning Approaches Applying Taking in the information, questioning why this is true Ideas and how it helps to explain the world around them. 4 Asking: How does this apply? Confirming Understanding di 3 Learning Procedures 2 Gathering Facts 1 Evaluating information and questioning why. More independent as a learner, trying to give explanations. Asking: Am I thinking about this correctly? Taking in the information and making small connections. Still relying on others or course materials for answers. Asking: How do you do this? Memorizing independent facts. Asking: What is the answer? Michelle Sinapuelas Shaver, Ph.D. Thesis (2012)

11 Michelle Sinapuelas Shaver, Ph.D. Thesis (2012)

12 Michelle Sinapuelas Shaver, Ph.D. Thesis (2012)

13 Interview Findings What stategies were most effective? Students who improve: Became more active learners Moved away from just reading the book Started to work with peers Began to ask a lot more questions Students who did not improve: Stayed passive learners Stayed focused on reading text Were not very reflective when studying Surface-level versus deep-level approaches, Marton and Saljo (1984)

14 Interview Findings What prompted changes in stategies? Students made changes to studying because: Questions were asked that made them apply what they were learning They could not memorize an algorithm to solve exam questions Assessments drive behavior, which drives learning

15 Sample Data for an Exam Question Only certain stoichiometries are observed: LiH BeH 2 B 2 H 6 CH 4 NH 3 H 2 O HF NaH MgH 2 AlH 3 SiH 4 H 2 S HCl Ar KH Ga 2 H 6 GeH 4 AsH 3 H 2 Se HBr Kr LiF BeF 2 BF 3 CF 4 NF 3 OF 2 Ne solids gases What patterns do you observe?

16 Sample Data for an Exam Question Different Acid, Same ph What are the similarities and differences? 100 ml HCl: ph = ml CH 3 COOH: ph = H 3 O + Cl H 3 O + CH 3 COO How many ml of M NaOH is required to neutralize each solution?

17 Sample Data for an Exam Question Why does capsaicin have no smell, but a taste that lasts a long time?

18 Cores Ideas in Chemistry UC Berkeley, Chem 1A Matter The properties p of matter depend on the types and arrangements of atoms, ions, and molecules. Change Energy Light g Changes in matter involve the reorganization of atoms, ions, and molecules depending on external conditions. gy Energy is the currency y( (or coin) exchanged in the making and breaking of bonds. g Shining light on matter reveals its underlying composition and structure. Similar to: Next Generation Science Standards, AP Chemistry Redesign

19 Lesson Design Engage Observe Explain Assess Pique interest, pre-assess, predict Experiments, observations, data analysis to build understanding Consideration of what has been learned and what it means Assessments to inform instructors and students of learning outcomes Robert Karplus (Learning Cycle), White and Gunstone (Predict, Observe, Explain), Biological Science Curriculum Study (5E Model), Rickey and Tien (Model, Observe, Reflect, Explain), Flipped Classroom

20 Bedford, Freeman & Worth Living by Chemistry Unit 2: Smells How does the nose know? Students explore: Molecular Structure and Properties

21 Bedford, Freeman & Worth Sweet, Minty, or Fishy? Vial Smell A minty B fishy C sweet D sweet E minty

22 Sample Lessons from Unit 2: Smells Vial Smell Chemical Name Molecular Formula A minty l-carvone C 10H 14O B C D fishy sweet sweet phenylethylamine pentyl propionate isopentyl acetate C 8 H 11 N C 8 H 16 O 2 C 7 H 14 O 2 E minty menthone C 10 H 18 O List at least 8 patterns.

23 Bedford, Freeman & Worth What smell do you predict? Provide Evidence. Vial F Smell sweet Chemical Name ethyl pentanoate Molecular Formula C 7 H 14 O 2 G putrid butyric acid C 4 H 8 O 2 H sweet ethyl acetate C 4 H 8 O 2

24 Research-Based Redesign For Undergraduate Chemistry Offer assessments that promote understanding as opposed to memorization. Use students t ideas and experiences to build knowledge. Use contexts, data, and observations to situate the learning. Special thanks to NSF for their role in stimulating redesign Special thanks to NSF for their role in stimulating redesign efforts beginning with the Chemistry Initiatives in 1994.