One value that I incorporated in this artifact is transparency. By transparency, I mean that students should know what I plan to teach them, and how I plan to teach it to them. The course objectives are written in a way that the goal and method are both incorporated. In prior teaching contexts, I have found that students appreciate clear goals from the start, so I tried to write this artifact in a way that would prepare future students for the course. For example, one of my course objectives states: “Examine the origins of scientific knowledge by studying the contributions of individual scientists and the methodology used to collect data”. The teaching goal here is to examine the origins of scientific knowledge, and the method is through highlighting the contributions of various scientists. The Sample Assessment is meant to further these aims. The Assessment itself asks students to write about a discovery and the experiments/history behind it. The rubric is meant to enhance transparency about the expectations of grading. In Project Group Meetings, we reflected on an article that found that students perform and feel better when grading expectations are clear from the start.
The development of this objective was aided by peers and my Project Group Leader, as was the artifact as a whole. Feedback from prior artifacts helped me to concretely state how important it is to highlight the scientists discovering ideas, for better clarity and equity in the classroom. Project Group Meetings were also crucial in the development of the artifact as a whole. As an example, I originally wrote out my course objectives in paragraph form, instead of list form which would be easier for students to look through. My peers also helped me to align my objectives with Bloom’s Wheel, as this was something I originally struggled with..
One thing that I am consistently learning through the Reflective and Effective Teaching Program is that adding details is crucial to transparency, and to emphasize student-facing language to enhance clarity and facilitate learning. Seminars and PGM feedback are helping me to improve my language towards students. For example, the first draft of the Sample Assessment Rubric had three grading categories, but made no mention of score breakdown, lacked specificity in what each category asked for, and did not include stylistic details (such as font and length) that students often ask about. My peers and Project Group Leader were critical in helping me address these details. Reflecting on this feedback will help me to design better course materials in the future.
Course Title: Human Genetics
Course Objectives:
By the end of the course, students will:
Identify the basic principles governing inheritance in humans including Mendelian vs. Non-Mendelian genetics.
Infer genetic relationships and inheritance of traits through analysis of pedigrees
Examine how genetics contributes to human variation and the role of genetics in human disease.
Describe how genes are mapped in humans through various scientific techniques.
Assess the implications of the human genome project and gene editing to society through study of the original Project and subsequent updates.
Investigate the origins of scientific knowledge by studying the contributions of individual scientists and the methodology used to collect data.
Grading Scheme:
· Exams: 15% Each, total 45%
· In-Class Canvas Assignments: 20% (1% each)
· Final Writing Assignment: 25%
Final Paper: 15%
Peer Feedback: 5%
On-time submission of Topic Selection and Experimental Design: 5%
· Participation: 10%
Justification:
I will use three types of assessment throughout the course: In-class Canvas Questions, Written Examinations, and a final Term Paper.
Canvas Questions (20%, 1 % each). The in class Canvas questions are formative assessments that serve a double purpose. Firstly, the questions give them an opportunity to work together to solve problems related to course content. Secondly, it breaks up class time so students are not bored and tuned out. The number of assignments at 1% each is greater than 20%, allowing students to miss some assignments if they are unable to attend class. Students will be given an opportunity to complete make-up assignments if they so choose.
Written Exams (15% each). Written Exams are summative assessments given in a more traditional format. This exam gives students the opportunity to demonstrate mastery of the material individually by answering questions that necessitate the application of concepts. The test will consist primarily of fill in the blank and multiple choice questions, with some short answer questions requiring further explanation.
Term Paper (25%) The final form of assessment will be a term paper, which will ask students to select a scientist of their choice and discuss a brief history of their field and where they studied, contributions to science, and a discovery they made with the necessary experimental designs.This assessment will be worked on throughout the quarter in various stages. Firstly, we will conduct topic selection (5%). Students will submit 1 to 2 sentences regarding their interest in a given topic. Secondly, students will submit a draft of the experimental design section (5% of grade). This will be evaluated both by peer feedback (5% of grade), and I will give feedback as well. These components will be synthesized in the final writing assignment (15% of grade).
Participation (10% of grade) Participation in the course will come from engagement in think-pair share Canvas questions, collaborating during in-class review sessions, and participating in peer feedback for the final paper.
Sample Assessment - Final Paper (Note: currently written as if students are the audience)
Instruction: In this assignment, you will write a paper (length tbd) on a scientific discovery or invention within the field genetics of your choosing. The paper will consist of four major areas:
A full description of the discovery and concept;
A brief regarding the contributing scientist(s) of the topic;
A description of the experiments/experimental design that led to the discovery;
The impact of such a discovery or technology on either the field or on society as a whole.
This construction of this paper will be distributed throughout the quarter
Topic Selection: You will select a topic from the course materials or from outside research that you want to explore. This assignment is graded for completion. For submission submit 1-2 sentences on what the topic is and why it interests you on Canvas.
Experimental Design: You will write 1-2 paragraphs detailing an experiment that led to the topic of your choice. This will be assessed by two modes: firstly, you will give and receive feedback from your peers.You will find a rubric in the associated folder on Canvas.Secondly, I will give each of you feedback on this part of the paper, so that my expectations for the final assignment are clear. If you want additional feedback or clarification, please come to office hours or make an appointment with me.
Final Draft: The components of the paper created thus far will be synthesized into one document. This paper will be due by the end of the quarter. The assignment must be between 1 and 3 pages (maximum 3) submitted in Arial 11-point font with 1”-inch margins in a word document (.docx) file - this will allow me to leave comments for feedback.
Grading will be based on the rubric scale below. Small errors such as typos will be commented on, but points will not be deducted. However, please proofread your work for clarity.
Justification:
I am highlighting this assessment in my project design in order to ensure it meets learner-centered standards and is a feasible way to demonstrate learning. One element of equitable practices.is varying the types of assessments given to students. This approach takes into account the differing strengths of students - two students who learn the same material may not both be able to express that on a multiple choice test.
This assessment differs from the other exams I am applying to the course. By breaking up the assignment into smaller components, the students will be able to receive guidance throughout the quarter, so they are not left in the dark at the end of the course. For these assignments, my faculty mentor (Jennifer Brace) recommended that I incorporate peer feedback to help guide one another. To facilitate this she recommended a rubric to help guide the feedback and set clear expectations for students.
This assessment also allows for demonstration of skills learned throughout the quarter. The course is structured in a way that incorporates scientific topics, experimental design, and contributing scientists. This assessment is meant to test understanding of these topics in a format that gives students liberty on how to approach it.