Mars-Bound
by Evelyn Baldwin, Brigitte Wetz, and Liz Brown
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Over the course of the project, we plan to assess various skills of our
students while doing so in many different ways. Below are descriptions
of many of our planned assessments. Many of these assessment techniques
are explained in further detail in the book Classroom Assessment
Techniques. It is highly recommended that persons wanting to use
this curriculum purchase this book.
Prior Knowledge, Recall and Understanding Analysis and Critical Thinking Synthesis and Creative Thinking Awareness of Attitude and Values Prior Knowledge, Recall and Understanding Physics – Minute Paper In the Mars Rover unit, it is recommended that the educator use the "Minute Paper" assessment fairly often. This would be great to use when the students have lab time. This would ensure that they do work during the period. Also, the minute paper will be a good communication link to me showing what they are learning and where they are having trouble. If the minute paper is given at the end of the class everyday, then the educator will know where each group is at the next day and will be better prepared with how to approach each group. Pre-calculus – Muddiest Point It is recommended that the educator use the muddiest point since it is the easiest assessment technique for him/her to see which homework problems they are having trouble with or what part of the lesson are they not to clear on. This way the educator could get feed back from every student and address the issues in the next class period. Also, if a student is embarrassed to ask a question, they will not have to be with this method. Geology – Background Knowledge Probe The Background Knowledge Probe would be a great way to see how much about geology students already know such as plate tectonics, how earthquakes and volcanoes work, different types of rocks, the difference between rocks and minerals, the age of our Universe/Solar System/Earth, the parts (crust, core, etc) that compose the Earth. Based on what students already know the educator can adjust my lessons to reflect what students don't know. Analysis and Critical Thinking Physics – Analytic Memo For the Mars Rover project, the "analytic memo" would be a very effective assessment. During the first two weeks, the educator should have each group research and experiment with a different type of energy. Then, the groups will report their findings to the rest of us so we can all learn about the different types. The analytic memo would fit in great with this exercise. Each group could submit a memo analyzing their energy. In the memo they should analyze its potential for the mars rover. Not only will this communicate their findings for other groups, but it will also give them a better feel for what it’s like to be an engineer in the real world. Pre-calculus – Content, Form, and Function Outlines This is a great assessment for the lesson on vectors with a different twist on it. In the what category the educator should have things like the cross product, dot product, or properties of the two etc. In the how category the educator should have them demonstrate how to perform these computations. Lastly and most importantly in the why category the educator should have them explain why we perform these computations specifically why for the mars land rover project. Geology – Defining Features Matrix This assessment can be used at the end of the minerals and rocks 2 week unit to see if students understand the difference between different minerals and also between sedimentary, igneous, and metamorphic rocks. It can also be used during the first week's introduction to general geology to test the students on the structure of the Earth and the Solar System. Synthesis and Creative Thinking Concept Maps To assess the students' skill in synthesis and creative thinking, one should use concept maps. Since the Mars Rover project is interdisciplinary, the concept map will allow us to see how the students relate the various topics to the project. Also, it will allow us to determine if they are structuring their knowledge in a fluent manner. Documented Problem Solving Solutions The Documented Problem Solutions assessment would work best in assessing the students' skill in problem solving. Since this project is about engineering a mission to mars, the students are expected to encounter many problems. Once a week, the educator can have the groups document a problem they've encountered and the step-by-step solution they found. Then, they can share this with the rest of the class so that everyone can learn from each other's problem - just as we do in the real working world. Geology – What’s the Principle? This assessment can be used throughout the entire project, especially for plate tectonics, Laws of Superposition, Cross-bedding, Big Bang, Cambrian Explosion, K-T extinction, etc. Physics and Pre-calculus – Application Cards During the first weeks of the unit, the educator will be teaching students important physical laws, principles and mathematics they will need to complete their project. To keep the students focused on the goal for the unit, at the end of each lesson, the educator should use the "Application Cards" assessment. In other words, they should ask the students to list a few ways the particular lesson will relate to their project or to other real world applications. Geology – Human Tableau Human Tableau is a fun assessment. Students could act out the Rock Cycle or the geological history of an area which would get the students actively involved in their learning and hopefully enables them to remember more not just for a test but at least for the rest of their academic career. Awareness of Attitudes and Values Physics – Everyday Ethical Dilemmas Midway through the project, the educator can approach each group with an ethical dilemma related to their project. The students, then, should discuss the appropriate steps to take within their group and then get back to the educator. These responses can also be shared with the entire class and discussed, if time permits. Pre-calculus – Course Related Self-Confidence Surveys The educator should always be concerned with the prior knowledge that the students have in order to continue on with their education. It is important for the students to be able to make the connections between their prior knowledge of material as well as new material they learn not only in math, but other related courses such as physics. In order for the educator to asses how comfortable the students feel with the concepts they should know before we start the project, the educator should give them a course-related self-confidence survey. Geology - Profiles of Admirable Individuals In science there have been so many great contributions but not many are heard of in Earth Science except for Darwin in plate tectonics and Richter with earthquakes. Having students choose an admirable individual in earth science would be a great way to incorporate history into the classroom. Interest/ Knowledge/Skills This is a great tool that could be used to evaluate the effectiveness of the project. The test should be administered to the students at the beginning of the semester and then again at the end. Then the educator could compare their answers. If the project is successful, one should see an increase of interest in science and mathematics careers and education. One should also see an increase in the knowledge and skills that should have been acquired by the students. Furthermore, this could be given after the prior knowledge quiz and then the educator could adjust the lesson plans to focus more on students' interests to keep them motivated to learn. The educator should still cover topics he/she think are important but would cover what the students are interested in a more detailed fashion and maybe try and come up with some fun activities for students to do. Self-Assessment of Ways of Learning This is a great assessment before you begin the project. It is important for the educator to assess my students learning styles so he/she knows what type of activities to do in order for them to be successful in applying the connections between the math and physics concepts to their project. Physics - Punctuated Lectures The punctuated lesson would be a great assessments technique to use when the students are presenting their energy lab, design proposal or final presentation to the class. These presentations serve as great opportunities for the students to learn from one another (just as engineers do in the real world). The punctuated lecture assessment would encourage students to pay attention and to look for relevant lessons in each other's presentation. This way they are required to think about how they can learn from other people's experiences and thought processes. Questions they have during the presentations can either be addressed at that time or during lab building times throughout the weeks. Pre-calculus – Diagnostic Learning Logs This would be a wonderful way to assess in both lecture settings and activities they are performing. Since vectors and matrices are such abstract concepts, it is important for the students to be able to list what they understood as well as problems they are having in the project and progress to become better learners in the unfamiliar classroom setting. Geology - Punctuated Lectures This technique can be used in any of the benchmark lessons as a way to see if students pay attention and how to make lessons more appealing either through visual demonstrations, simulations, PowerPoint, etc.
Pre-Calculus
Geology
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