WESTERN WASHINGTON UNIVERSITY
CIIA > SHOWCASE INDEX > 2015-16
Center for Instructional
Innovation and Assessment

INNOVATIVE TEACHING SHOWCASE

2015-16
Andrew Boudreaux Andrew Boudreaux - Navigation sidebar, expand accordion menu button
Science Education Team Smate - Navigation sidebar, expand accordion menu button
Stephanie Treneer Stephanie Treneer - Navigation sidebar, expand accordion menu button
Innovative Teaching Showcase: 2015 Idea Initial Assessment Resource

IDEAS

Idea 3: Initial Assessment and Thinking Back

“The act of reflecting upon and monitoring one’s learning, called metacognition, is crucial to developing deep understanding”1

Learning Intention

By highlighting students’ initial ideas about course concepts and later “thinking back” on how their understanding of those concepts has evolved, learning is cemented for students.1 Early assessments, such as Background Knowledge Probes2 and Misconception/Preconception Checks3 can also provide important feedback to instructors about potential challenges that might arise for students from their pre-existing ideas.

Instructions

  1. Initial Formative Assessment: Ask students to record their initial ideas about a concept(s) that will be covered.1 This assessment can be directed (asking specific questions about the concepts) or unstructured (asking open-ended questions like “what do you believe or understand about ...”2) and can be done in writing or by discussing ideas in small groups and/or as a class. Be sure to record these ideas for later reference.
  2. Concluding “Thinking Back” Reflection: At the end of a unit, ask students to re-examine their initial ideas and reflect on how those ideas have evolved. Engage students in discussion or writing prompts that encourage them to analyze not only what is different but also how and why their ideas have changed.1

Considerations

  • These assessments can be used both formatively, to make adjustments to the learning process as it begins and progresses, and summatively, to report on students’ accomplishment of objectives. Effective instruction takes students’ preconceptions into account in unfolding the lesson.4
  • Incorporating both initial and concluding assessments helps students complete the learning cycle to connect ideas and crystallize their understanding.1

References

  1. Acevedo-Gutierrez, A., Borda, E., DeBari, S., Donovan, D., & Linneman, S. (2016)
    A Learning-Cycle approach to Guided Inquiry in a Four-Course Interdisciplinary Science Series. Innovative Teaching Showcase, Center for Instructional Innovation and Assessment, Western Washington University. Available online.
  2. Angelo, T. A., & Cross, K. P. (1993). Background information probe. In, Angelo, T. A.,
    & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass, pp. 121-125.
  3. Angelo, T. A., & Cross, K. P. (1993). Misconception/Preconception check. In, Angelo,
    T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass, pp. 132-137.
  4. Boudreaux, A. (2016). Designing Learning Experiences for the Introductory Physics
    Lab. Innovative Teaching Showcase, Center for Instructional Innovation and Assessment, Western Washington University. Available online.