Sun. June 10, 2012 9:00 AM to 12:00 PM
Free ticketed event
So, what did students learn in your course this semester? We all work hard to teach students often-difficult concepts, but we seldom check beyond traditional testing to measure the learning gains experienced in and between our courses. The creation, development, and use of these inventories foster constructive conversations among educators as well as their students. Concept inventories are tools that can foster constructive conversations about what and how students are learning between instructors, students, and researchers. They represent a relatively unique form of an assessment instrument with a multitude of possible uses that range from diagnostic and formative purposes to guide instructional planning to summative purposes for evaluating overall learning and instructional effects at a student, course, and/or program level. Most existing concept inventories are focused on first- or second-year courses. What makes concept inventories relatively unique compared to typical assessments of student academic achievement is that they tend to be highly focused on a small set of key constructs and understandings within a limited domain of academic content. Great care goes into conceptualizing the nature of the situations and in developing plausible distracters that represent a range of partially correct understandings to completely incorrect understandings and misconceptions. This workshop will review the history in STEM areas, explore with participants effective uses and misuses of concept inventories in their classrooms, inform participants how to access existing concept inventories using the newly available ciHUB.org platform, discuss the related psychometric analysis and properties, and aid participants in discovering how to become active members in a growing community of users.