Course Evaluation

  Throughout the course, the teacher will assess using many sources of the students’ work. The questions for thought, assigned at least weekly, will be worth one to two points each. These questions should be assigned a point value and evaluated because they encourage conceptual thinking including organizing new ideas or reorganizing old ideas. However, they should not be a large percentage of the total class grade since they are done at home so the teacher does not have control over who is actually doing the work. The weekly plan for an experiment should also be used as a procedural assessment as well as a cognitive assessment. If the specific learning outcomes have been meet, then there is evidence of main effects. The general and specific learning outcomes for the weekly plan can include the following:
General Instructional Objectives Specific Learning Outcomes
Knows laboratory procedures · identifies the laboratory equipment to be used

· describes the steps to be followed in setting up the laboratory equipment

· lists the necessary precautions in handling and setting up the laboratory equipment

· describes the steps to be followed in disassembling the laboratory equipment 


 
 
Prepares a plan for an experiment · identifies the problem to be solved

· formulates questions relevant to the problem

· formulates hypotheses in appropriate verbal /mathematical form

· describes controls for variables 

· formulates experimental procedures 

· formulates observation and measurement procedures 

· describes the methods of data analysis 

· describes how the results will be presented

The weekly labs must be assessed as well. Labs—including the plan for the lab, the performance during the lab, and the lab report—are a large percentage of students’ overall grade. Again, meeting the following specific learning outcomes is evidence of the main effects.
General Instructional Objectives Specific Learning Outcomes
Demonstrates skills in laboratory work · selects appropriate equipment for an experiment 

· assembles equipment correctly for an experiment 

· manipulates equipment as needed during the experiment 

· measures accurately with appropriate measuring device 

· follows safety rules in conducting experiment 

· uses materials without wasting any 

· completes experiment within the time limits 

· cleans up equipment and returns it to its proper place 

· manipulates data appropriately 

· reports results in the appropriate way 

· distinguishes between valid and invalid conclusions

Respects the scientific process · favors evidence that results from scientific studies 

· seeks objectivity in the interpretation of evidence 

· changes opinions when evidence is contrary to beliefs 

· suspends judgement when evidence is inadequate 

· shows skepticism when statements are unsupported 

· bases ideas and opinions on the best scientific evidence available

Displays a scientific attitude · demonstrates curiosity in identifying problems 

· demonstrates open-mindedness when seeking answers 

· suspends judgement until all evidence is available 

· respects evidence from credible sources 

· shows willingness to revise conclusions as new evidence becomes available

In addition, multiple choice and short answer tests should be used at the end of each unit (unless it is an unusually long unit, in which case an assessment should be given in the middle and at the end of the unit) to assess whether or not students know the terms, understand the terms, and understand the scientific concepts. Use the following chart as evidence of main effects:
General Instructional Objectives Specific Learning Outcomes
Knows terms · identifies a definition of the term

· identifies an example of the term

· describes the procedure the term represents

· states the concept or principle that fits the term

· differentiates between the technical and the common meaning of a term

Understands the meaning of terms · defines the term in their own words

· identifies the meaning of the term when used in context

· distinguished between terms that are similar in meaning

· relates terms to the concepts they represent

· identifies similarities and differences between terms

Understands scientific concepts · defines the concept in their own words

· identifies an example of the concept

· states hypotheses based on the concept

· describes an experiment that illustrates the process

· can list principals from which the concept was derived

Finally, there should be a small percentage of students’ grades assigned to class participation. Students should be informed that the following general objectives and specific learning outcomes will be used to determine if they have earned their total class participation points.
General Instructional Objectives Specific Learning Outcomes
Participates in classroom activities · listens attentively 

· asks relevant questions 

· participates in classroom discussions 

· helps others when requested

Respects the scientific process · favors evidence that results from scientific studies 

· seeks objectivity in the interpretation of evidence 

· changes opinions when evidence is contrary to beliefs 

· suspends judgement when evidence is inadequate 

· shows skepticism when statements are unsupported 

· bases ideas and opinions on the best scientific evidence available

Displays a scientific attitude · demonstrates curiosity in identifying problems 

· demonstrates open-mindedness when seeking answers 

· suspends judgement until all evidence is available 

· respects evidence from credible sources 

· shows willingness to revise conclusions as new evidence becomes available

In addition to the intended learning outcomes, there my be some unintended learning outcomes. For example, while participating in a laboratory exercise, one or two students may end up doing all of the work for the group. The student(s) who did all of the work may feel that laboratory grading is unfair, while the student(s) who did no work may feel that labs are a "blow-off" and miss an integral part of the intended learning outcomes. For this reason the teacher may want to include a "question" on the lab report that asks if all the students in the group participated. Also quite unintended, but not completely unlikely, students who do not do their own work outside of class may learn that you don’t have to do your own work in this world if you can hire another to do it for you. I am sure there will be other unintended learning outcomes unique to each class that should be addressed, or at least noted for future knowledge. return to main page
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